The Stressors of our Students by: The #Bowtieboys

One of the best and trickiest problems of NCTE conferences is deciding which sessions to attend.  With so many incredible speakers available in any given time slot it can become impossible to decide.  Twitter and other backchannels help us share information we are learning in the different sessions, but we wanted to provide information regarding student stress led by the #bowtieboys during the H-session roundtables with Dr. Mary Howard and Heidi Branch.  We hope these help you and the students in your classes!  Please feel free to comment with any specific questions.  :-)

Ryan Beaver & Rishi Singh - The expectation to be perfect
Juniors Ryan and Rishi unpacked the expectation to be perfect in highly competitive areas (like northern Virginia).  Loudoun County where the boys are from is one of the fastest growing and wealthiest areas in America.  Schools have access to the latest technology and there is constant competition for grades (all motivated by getting into top tier colleges).  These elements greatly impact student stress levels in that they feel like past mistakes can forever damage their futures, that they MUST take all honors and AP classes to get into an acceptable college, and they need to get into a top tier school to find any success later in life.  This stress (as will be mentioned again below) sometimes results in the defense mechanism of "playing school" rather than learning.  This means class becomes and endless quest for grades rather than knowledge.  Students are attempting to juggle rigorous classes with multiple extra-curriculars and the demands placed upon them by friends and family members.  To cope, students rush assignments, skip assignments, cheat, study in less than ideal conditions, and develop an unfortunate disdain for school (as the source of their stress).  BUT there ARE rays of light: these boys detailed how offering one on one morning and afternoon review session, building real rapport, and giving emotional assistance when necessary with/to students goes a LONG way in managing student stress.  Inside of class, allow for review, conference with students about progress and grades, allow students to make authentic choices towards their learning, and make sure the work assigned leads to: preparation, comprehension, and/or enrichment.

Aaron Eichenlaub & Nihar Kandarpa - Balancing Extracurriculars and Schoolwork
These younger members (Aaron is still in middle school and Nihar is a freshmen) unpacked the "tightrope" that is satisfactorily committing to one's schoolwork and sports/arts/religious obligations.  They asked attendees the following questions:  have you ever been in a situation where you felt overwhelmed?  If you were ever faced with an uncomfortable workload, to whom would you go for help?  Have you ever felt scared of what the consequences might be if you didn't complete your task?  After discussion, Aaron and Nihar shared the trials of their heavy theatre obligations (rehearsals, memorizing lines and songs, voice/acting/dance training, auditions, and actual shows).  Given this knowledge their suggestions to help students are:  allow class time for completion of group projects (this way all group members are guaranteed to be present and can work together efficiently rather than spending their time attempting to balance their out-of-school schedules), allow for open time in classes when students need (if they finish your work, can they complete work for another class), and finally: assign projects that motivate students (if students are engaged in their learning and genuinely invested in the products and presentations they are creating (perhaps through inquiry learning and student voice/choice) they are more likely to prioritize these projects.  This will squelch the excuse that "we didn't have time to do it."

Sam Fremin & Connor Grady - Decreasing student stress through progressive development and building relationships
Sam (senior) discussed his current computer science class where fluid deadlines allow students to focus on the learning in the moment rather than rushing to complete for fixed deadlines.  It also creates a reciprocated classroom norm of respect between students and teacher.  Less rigid deadlines has led students to be more openly engaged with their teacher and their learning.  Connor (junior) then asked the very question you are pondering: "how do teachers ensure they are not being taken advantage of?"  His response:  establish relationships with your students early in the year based on trust.  Acknowledge student stress and take their current level into consideration.  Have conversations with your students on how to achieve the ideal learning conditions where stress can be reduced.  Be consistent with the style of relationship you have with all of your students (and keep it standard from day to day).  It is discouraging when students think a teacher likes one group more than another or when a teacher is friendly one day and strict the next.  Sam interjected by stating that the journey AND destination are equally important.  Taking the focus off the final comprehensive test removes the tunnel vision of the class.  Make time to review complicated material so even when students are not understanding in the present, their stress levels remain low knowing there will be opportunities to communicate with you and review.  Connor concluded with reminding teachers to frame their lessons (so students aren't overwhelmed by starting their lesson immediately upon entry) and to allow flexible seating so that students can sit with their friends and work with who they want.  If the respect has been established by both parties early, there should never be a concern about "off-task" behavior.

Spencer Hill & Joseph O'Such - Stress regarding time management
Having taught both Spencer and Joe in my own English classes, I know them to both be high-functioning, engaged juniors with rigorous course-loads and demanding extra-curricular activities.  However, both boys approach their time management in COMPLETELY different ways (and still reap the same successful outcomes).  The added fun is these two polar opposites are the best of friends.  Joe's schedule consists of:  two hour early morning cross-country practices, a seven hour school day, six hours of homework a night, an hour to relax and a relatively early bedtime.  Spencer's day consists of the same cross-country and school schedule, seven hours of "chilling" and two hours of homework before going to bed around 1am.  To find out who YOU mostly resemble, please take their fun and interactive quiz at this link:  https://uquiz.com/KjcZw3  Fun activity for your class!  ;-)

Jack Michael & Jason Nguyen - Unrealistic/Unclear Timelines
Jack and Jason (both freshmen) co-discussed the importance of teachers setting realistic and clear timelines for their students as a way of mitigating student stress.  They stated that unrealistic timelines are a major stressor for students and urged teachers to be fair when assigning work (with the knowledge that students may be receiving an equal amount of work in their other six-seven classes).  They cited examples of teachers Remind texting their classes over a weekend to inform them that an extensive reading or online materials (posted to their website) were now due Monday.  This kind or urgency tends to create students who "play school" rather than really learn.  They jump through the hoop by any means necessary (skimming, copying, cheating) to get the grade with the least amount of effort.  They also discussed the importance of teaching the real-world skill of scheduling to students.  The boys suggested offering check-ins on long term assignments, chunking, and showing students how to use the time they have to most efficiently manage the tasks at hand.  This can include modeling a teacher's own schedule and encouraging students to create their own, frequent reminders of where students should be in their work/project, and plenty of class time to collaborate and ask questions.  They concluded with suggestions on how to make directions clear to all students.  Their first suggestion is to always have multiple ways of explaining a concept.  Since we know students can be visual/auditory/hands-on learners, it might be good to have explanations in each mode.  Allow students to ask questions in a safe forum and be willing to sit and start with students who still seem confused about the expectations.  This will undoubtedly increase the learning and the quality of the finished products.

Kellen Pluntke & Dawson Unger - A space where students feel comfortable
Kellen (a senior) and Dawson (a junior) discussed the prevalence of mental health issues currently experienced by middle and high school youth (often times centered around inability to manage stress).  Dawson opened with an overview of how students are more likely to succeed when they feel comfortable in the classroom and with the teacher.  Kellen added personal anecdotes about failing his science classes until his teacher spoke with him regarding a note he had written on a test.  The teacher caring enough to convince Kellen not to drop the class was enough rapport and motivation he needed to begin doing better.  Dawson then pointed out that not all students are open about the way they are feeling and suggested teachers should make the first move when establishing rapport.  He shared how making the classroom a comfortable and inviting place (setup, lighting, air fresheners, sound, and posters reflecting the teacher's interests can go a long way in sparking rapport with multiple students).  Kellen concluded by reinforcing how "key" it is to build rapport.  He shared that he has never been the kind of student obsessed with getting the "A" but that when he respects the teacher, he will work extremely hard not to disappoint them.

Christian Sporre & TQ Williamson - Prioritization
These juniors began their presentation with two simple questions to consider: how do you prioritize your life? and how do you believe your students prioritize theirs?  After discussion of the first answer, they revealed the truth about the second:  in school students tend to prioritize: extra-curriculars (sports and activities) over class (unless grades drop of concepts get difficult), their interests over their expectations, their core classes over their electives, and their homework over their sleep.  With this knowledge in mind they concluded their presentation by explaining that a significant way to reduce student stress is to consider yourself as the teacher when assigning work.  After your long day, would YOU prioritize your assignment?  Is it fun and interesting? (Why does learning have to be boring and dull?)  Is it useful and time-conscientious?  (Why do students need to complete busy-work in the name of "rigor")?