Session 1 Script: Understanding Test Anxiety

Introduction and Warm-Up (5 minutes)

"Good morning, everyone! Today, we're going to talk about something many of us feel sometimes before a test. It's called 'test anxiety.' Can anyone tell me what the word 'anxiety' means? It’s okay if you’re not sure— we'll figure it out together."

(Wait a moment for student responses.)

"Test anxiety is a type of nervousness or worry that some of us feel when we have tests coming up. It might make our heart beat faster or our tummy feel funny. Has anyone ever felt their heart beat really fast because of a test?"

(Encourage a few students to share their feelings.)

"Thank you for sharing! Today, we're going to explore what that feeling is, why it happens, and how we can work with it."

Main Discussion (10 minutes)

"Now, let's look at our slide deck together. I’m going to show you some slides that explain test anxiety. As we go through each slide, I want you to think about your own experiences and listen carefully to the examples.

Open the Session 1 Slide Deck

"On the first slide, we saw a welcome message and a basic idea of what test anxiety is. Remember, feeling a little nervous is completely normal!

"Moving on to the next slide: 'What is Test Anxiety?'. Here we learn that test anxiety can make you feel nervous or scared because of a test. Look at the examples mentioned—like a fast heartbeat or sweating. Has anyone felt any of these before a test?"

(List and encourage student sharing.)

"Great! Now, on the 'Recognizing the Signs' slide, we see some common signs of anxiety. Think about how you might feel on these days. It’s important that we can recognize these signs so that we know when we might need a little extra help to feel better."

"And on the 'Strategies for Calming Down' slide, we see ideas like deep breathing and positive self-talk. Can anyone share a way they calm down when they are nervous?"

(Allow responses, validate their answers.)

"Excellent ideas, everyone. Remember, these strategies are tools that we can use anytime we begin to feel overwhelmed, not just during tests."

Activity and Reflection (5 minutes)

"Now it’s time for our activity. I’m going to hand out the worksheet. On your worksheet, you can draw or write down how you feel when you think about taking a test. It could be a picture of your heart beating fast, or simply words that describe your feelings."

(Distribute the Session 1 Worksheet).

"Take a few minutes now to complete your worksheet. Remember, there are no right or wrong feelings here. This is just a way for us to understand our own experiences and begin to think about ways to feel more calm and confident."

(Allow the students to work quietly. Walk around to offer encouragement.)

"When you're done, I’d love to hear if anyone wants to share what they created. You can talk about the picture or the words you used."

(Conclude with student sharing if comfortable.)

"Thank you all for sharing, and for being brave in talking about your feelings. In our next session, we'll learn more strategies that will help us manage these feelings, and become even more confident. Great job today, everyone!"

"Remember, your feelings are important, and understanding them is the first step to conquering test anxiety. Have a wonderful day and see you next time."

Session 1 Worksheet: Exploring My Test Anxiety

In this worksheet, you have space to show how you feel when you think about taking a test. There is no right or wrong answer—just express yourself!

Part 1: Draw Your Feelings

Draw a picture that shows how you feel before or during a test. It could be shapes, colors, or any images that represent your emotions.

Part 2: Write Your Thoughts

Write a few sentences or key words about what you experience when you think about a test. Use these prompts to help you:

• How does your body feel?
• What thoughts go through your mind?
• What helps you feel better?
  
  
  
  
  
  
  

Part 3: Reflection

After you complete your drawing or writing, think about these questions:

1. What did you notice about your feelings?
   
   
   
   
2. Is there something new you learned about how you react to test situations?
   
   
   
   
3. What is one idea you have to help you feel calmer during tests?
   
   
   
   

Take your time to share as much as you feel comfortable. Your thoughts and drawings are just for you!

Session 1 Activity Guide: Deep Breathing for Calm

This activity guide is designed to help students practice a simple deep breathing exercise to manage test anxiety. Use this guide to walk your students through the activity and encourage participation.

Objective

Help students experience a calming technique to reduce feelings of nervousness before a test.

Materials Needed

• Open space in the classroom
• A visual guide or poster (optional)

Instructions

1. Introduction: (2 minutes)

   • Explain to the students that sometimes, when we feel nervous, taking a few deep breaths can help us feel more relaxed.
   • Ask, "Have you ever felt so nervous that you could barely sit still? Today, we’re going to practice a cool way to calm down called deep breathing."

2. Demonstration: (3 minutes)

   • Stand in front of the class and demonstrate a deep breathing exercise. For example:
     • Step 1: Sit comfortably and place one hand on your stomach.
     • Step 2: Slowly breathe in through your nose for a count of 3, feeling your stomach rise.
     • Step 3: Hold for a count of 2.
     • Step 4: Exhale slowly through your mouth for a count of 4, feeling your stomach fall.
     • Step 5: Repeat this cycle 3-4 times.
   • Encourage students to mimic your movements and to focus on the feeling of their stomach rising and falling.

3. Practice Session: (10 minutes)

   • Guide the students to practice the breathing technique together in a group.
   • Use a soft background sound or gentle music if available to create a calm atmosphere.
   • Walk slowly around the room to ensure everyone is participating and offer gentle praise.

4. Reflection: (5 minutes)

   • After the exercise, invite a few volunteers to share how they felt during the deep breathing session. Ask questions like:
     • "What did you notice about your body while you were breathing deeply?"
     • "Did you feel a bit calmer after practicing deep breathing?"
   • Highlight that this deep breathing exercise is a tool they can use whenever they feel anxious, especially before tests.

Encouragement & Follow-Up

• Remind students that it's perfectly normal to feel nervous sometimes and that practicing these techniques can make a big difference.
• Suggest that they use deep breathing exercises at home or before any stressful event.
• Over the next sessions, encourage gradual independent practice of this and other calming techniques.

Great job everyone! Keep practicing and remember: calmness is just a deep breath away!

Session 1 Game Instructions: Anxiety Detective

Overview

In this game, students become "Anxiety Detectives" who search for clues about what test anxiety looks like and how to manage it. The goal is to reinforce the concepts from our lesson by identifying signs of anxiety using hints from our discussion and slide deck.

Game Setup

• Group Formation: Divide the class into small groups of 3-4 students.
  
  
  

• Clue Cards: Prepare a set of clue cards. Use these steps to create and use the cards:

  1. Designing the Cards: Create cards with large, clear text and simple images if possible. Each card should contain a short statement or image that represents either a sign of test anxiety (for example, "My heart is racing" or "I feel sweaty") or a calming strategy (such as "Take a deep breath" or "Think positive").
     
     
     
  2. Organizing Clue Cards: Separate the cards into two groups: one group for signs and another for strategies. Optionally, code or color the cards differently to easily distinguish between a symptom of anxiety (e.g., using red borders) and a strategy for calming down (e.g., using blue borders).
     
     
     
  3. Instructions on the Card: Include a small icon or symbol on each card to quickly convey its purpose. For example, a heartbeat icon on a sign card or a breathing icon on a strategy card.

• Additional Materials: A whiteboard or chart to list clues, and stickers or markers for each group to record their findings.
  
  
  

Game Instructions

1. Introduction (2 minutes):

   • Explain to the students that today they will use their detective skills to identify clues about test anxiety. Emphasize that the cards are tools to help understand both the signs of feeling nervous and the strategies that can calm them down.
     
     
     
   • Briefly review key points from the lesson and slide deck related to detecting symptoms (e.g., rapid heartbeat, sweating) and calming strategies (e.g., deep breathing, positive self-talk).

2. Distributing Clue Cards (5 minutes):

   • Give each group a set of clue cards. Ensure the cards are shuffled so that signs and strategies are mixed.
   • Instruct the groups to lay out all the cards and then sort them into two piles: one for signs of test anxiety and the other for strategies to help manage it.
   • Discuss as a group why each card belongs in its respective pile. Encourage students to explain their reasoning in simple terms.

3. Matching Clues (5 minutes):

   • After sorting, challenge the groups to pair one sign of test anxiety with an appropriate calming strategy. For example, if a card indicates "I feel my heart race," a matching strategy could be "Practice deep breathing."
     
     
     
   • Let groups explain why they paired certain cards together. Encourage them to relate the cards to their own experiences or the examples mentioned in class.

4. Sharing and Discussion (8 minutes):

   • Invite each group to present one or two pairs they matched. Write the pairs on the board if possible.
   • Ask reflective questions such as: "Why do you think this strategy helps when feeling this particular sign of anxiety?" or "Has anyone experienced this, and how did they manage it?"
     
     
     
   • Facilitate discussion, allowing students to learn from each other’s perspectives and to validate various strategies they might already be using.

5. Wrap-Up (5 minutes):

   • Recap the main points learned from the game. Reinforce that recognizing early signs of test anxiety can help choose a strategy to calm down, such as deep breathing or positive self-talk.
     
     
     
   • Encourage students to think of one new strategy or sign they learned today and consider how they might use this knowledge in a future test situation.

Follow-Up Points

• Ask students how they felt about finding and matching the clues.
  
  
  
• Highlight that these cards are not just for the game—they represent real feelings and useful strategies that can be applied during stressful moments like tests.
  
  
  
• Encourage groups to share any additional ideas for clue cards for future lessons, fostering a sense of ownership in their learning tools.

Great job, Anxiety Detectives! Keep practicing these strategies in real life, and remember, every clue is a step closer to mastering your test anxiety.

Session 1 Rubric: Understanding Test Anxiety

This rubric is designed to evaluate students on their participation, understanding of test anxiety, and use of strategies during Session 1. Use this rubric to provide constructive feedback and measure progress throughout the lesson.

Scoring Levels

• 4 - Exceeds Expectations: The student consistently demonstrates excellent understanding and application of concepts, engages actively in all activities, and shows insight beyond the basic requirements.
• 3 - Meets Expectations: The student shows a clear understanding of the concepts, participates appropriately, and applies strategies effectively in most instances.
• 2 - Approaching Expectations: The student has some understanding of the concepts but displays inconsistent engagement or incomplete application of strategies.
• 1 - Needs Improvement: The student shows limited understanding of the concepts, minimal engagement, and struggles to apply strategies effectively.

Criteria

Use this rubric to guide individual feedback and to track progress over the course of the lesson. Encourage students by highlighting strengths and suggesting areas for improvement.