Session 1 Anxiety Triggers Worksheet

Instructions: Think about situations that make you feel nervous before a test. For each trigger you identify, write it in the left column. Then use the sentence starters and icons below to describe the thoughts (🧠) and feelings (❤️) you notice.

Sentence Starters:
🧠 I think…
🧠 My mind says…

❤️ I feel…
❤️ My heart is…

Feel free to add more rows on the back of this page if you have additional triggers.

Session 1 Discussion Prompts

Purpose: Guide students to share personal experiences with testing anxiety triggers and build classroom empathy.

Teacher Instructions:

• Begin with a 1–2 minute silent “think” time for students to reflect on each question.
• Use a “think–pair–share” format: students discuss in pairs before sharing with the whole class.
• Provide extra processing time or sentence starters for students with IEPs or on the autism spectrum.
• Encourage respectful listening and validate all contributions.

1. What situations make you feel nervous before a test?
   Think about a recent example.
   
   
   
2. How do you notice your body and mind reacting when you feel test-anxious?
   Describe any thoughts (🧠) and physical sensations (❤️).
   
   
   
3. From the list of common triggers on the slide, which one do you relate to most? Why?
   
   
   
4. Think of someone who helps you calm down when you’re anxious. What do they say or do?
   
   
   
5. How might understanding your personal triggers help you prepare better and feel more confident?
   
   
   

Session 1 Testing Anxiety Warm-Up Activity Cards

Purpose: Use real-life test scenarios to spark conversation about thoughts and feelings that come up right before a test.

Instructions for Teacher:

1. Print and cut along the dotted lines so each card is separate.
2. Distribute one scenario card to each pair of students.
3. Give pairs 2–3 minutes to read their scenario and discuss:
   • What immediate thoughts come to mind? 🧠
   • What physical sensations or feelings do you notice? ❤️
4. After discussion, invite a few pairs to share their scenario and key insights with the class.
5. Collect cards for reuse in future classes or adapted activities.

Scenario Cards
(1 card per pair)

1. You walk into the classroom and realize you left your calculator at home just before the math test begins.
   — — — — — — — — — — — — — — — —
2. The teacher announces a pop quiz on the reading material you haven’t finished.
   — — — — — — — — — — — — — — — —
3. Your friend got a perfect score on last week’s quiz and everyone expects you to do the same.
   — — — — — — — — — — — — — — — —
4. The test instructions say “complete in 20 minutes,” but you know it usually takes you longer.
   — — — — — — — — — — — — — — — —
5. You notice the test has several essay questions, which you find more challenging than multiple choice.
   — — — — — — — — — — — — — — — —
6. You had a rough night of sleep and worry you’ll be too tired to concentrate.
   — — — — — — — — — — — — — — — —
7. The teacher hands out the test booklets face-down and says you can only look when everyone is ready.
   — — — — — — — — — — — — — — — —
8. You see your name is on the front row seat, right under the teacher’s watchful eyes.

Note for IEP/Autism Supports: Provide visual icons next to each scenario (e.g., ⏰ for time pressure, 🖋️ for essay) and allow extra think-time before pairing. Encourage students to use sentence starters: “I think…,” “I feel….”

Session 1 Anxiety Trigger Bingo Game

Purpose:
Help students recognize common testing-anxiety triggers in a fun, interactive way. When a student wins, they share how that trigger affects them, building self-awareness and empathy.

Materials:

• Pre-printed bingo cards (5×5 grid) with different anxiety triggers in each square
• Calling cards or a calling list of trigger descriptions
• Markers or bingo chips for each student
• Visual instruction sheet for students with IEPs or on the autism spectrum

Setup (5 minutes)

1. Give each student a bingo card and a handful of markers/chips.
2. Display the calling list or shuffle and place calling cards face-down.
3. Review the rules, using a visual step-by-step sheet if helpful:
   1. You’ll hear a description of a trigger.
   2. If that trigger appears on your card, mark the square.
   3. First to mark a full row, column, or diagonal calls “Bingo!”
   4. Winner shares which trigger they marked and describes how it makes them feel or think.

IEP/Autism Supports: Use larger font cards, icons next to each trigger (e.g., ⏰ for time pressure), and provide extra think-time before calling the next trigger.

Game Play (5 minutes)

1. Call a Trigger: Read a trigger description slowly and clearly.
   • Example: “You haven’t studied enough and the test starts in two minutes.”
2. Student Response: Students look for that trigger on their card and mark it if present.
3. Check for Bingo: When a student completes a line, they call “Bingo!”
4. Share & Reflect: Ask the winner to:
   • Name the trigger they marked.
   • Describe a thought (🧠) or feeling (❤️) they notice when that trigger happens.
5. Continue Play: Erase or use a new card for another round if time allows.

Debrief (optional, if time remains):

• Ask: Which trigger came up most often on your cards?
• Discuss: How might knowing these triggers help you plan for tests?

End of Session 1 Game