SWBAT:
Describe Stress Management techniques after listening to a video
Create and implement stress management activities in their own lives
Design their own stress management schedule
Discuss various ways to manage stress and articulate what strategies work best for them
Language Skills and Strategies in Focus:
Engage in proactive dialogue with their peers regarding student exam stress
Enduring Understandings
Having stress is a part of being human!
Every student in the world experiences stress in some way and it manifest differently in individuals.
To succeed in being human, you have to learn how to manage stress.
*Predictable Misunderstandings
It may be difficult to understand how different cultures deal with stress if it is a taboo topic in your culture.
Delivery of the schedule activity may be conflicting as it is so open ended. Make sure students understand it is specific to them, but that they must be able to explain why it works in reducing their stress.
How does this apply to English Language Learning?
Stress is an integral part of life and each culture deals with it differently. English proficiency in talking about stress allows you to implement and analyze the cultural values of many communities and with the individuals around them.
Add materials, plus link to teacher toolkit (or button)
Review of Stressors and Identifying Stress (15 mins, Google Slides)
*BEFORE CLASS, post the agenda on the board and print out all neccessary sheets. (This lesson is intended for 30 students, but can be implemented to a larger class size with additional teaching support.)
Begin the class with Slide 1 posted on the board and explain to students we are continuing our discussion of from last class by focusing on how we manage stress.
Explain the importance of 'manage' in this context: stress is not something that you can get rid of or 'lower', rather something that is always present that we must learn to live with.
Proceed to the next slide for the Warm-Up Share Out:
Have students in small groups of 3-5 (size of a table, but pair and share will work, too!) to answer the following questions:
What about school makes you stressed?
When was the last time you were stressed?
Do you think it is easy to identify stress? Why or why not?
Is it possible to live a completely stress free life?
How Do We Manage Stress? (15 mins, Google Slides)
Begin reviewing the difference between stress and anxiety using the Google Slides. Explain what stress management strategies are and how they are influenced by our stressors. (stressors often show you how you can manage your stress)
Take some time to review the vocabulary from last unit and introduce the new vocabulary they will be introduced to.
These words include: Anxiety, Stress, Stressors, Meditate, Pressure, Take a dip, Serenity, Peaceful
Slide 12
This slide will be used to create groups for the video activity.
Ask students "Would you rather live on an island or in a big city for a year?"
Students who choose "island" will move to the right side of the room.
Student who chose "big city" will move to the left side of the room.
Ask a few students from each group to explain their choice. If there are uneven numbers, ask for some volunteers to ensure the class is divided evenly. These groups are NECESSARY for the Review + Assessment Activity.
Videos from Students Across the Globe About Their Stress Management Strategies (30 mins, Google Slides)
Circle Time:
Using the "Managing Exam Stress" worksheet, students will discuss answers from their video about students from the UK or Denmark and how they manage stress. Student will only watch ONE video and must be prepared to share their notes.
The CITY group will form a small circle with their backs facing the center of the circle.
The ISLAND group will form another circle outside the city group and face the inside of the circle. (Photo for reference)
There will be a total of 6 rounds. After one round of each student (INNER and OUTER circle student, or ISLAND and CITY student) discusses their video for 2 minutes, the outer circle will rotate one partner to the right before beginning the next round.
CCQ's:
What group will be the INSIDE circle during our share-out?
City group.
What group will be on the OUTSIDE circle during our share-out?
Island group.
What will you talk about with your partner?
Guiding questions on the worksheet and comparisons between the two videos.
How long will you talk with your partner?
2 minutes.
Building a Stress Management Schedule
As an additional activity, students can create their own "Stress Management Schedule".
Students will be given a scenario: you have a big test tomorrow afternoon!
Students are asked to design a schedule for themselves to de-stress before their test. This can include the evening and morning before their test, or just the morning before. Encourage students to make each activity 1 hour long to ensure they include multiple activities to de-stress.
Students must be able to justify how their schedule will help them de-stress (and maybe even prepare) for the exam they have tomorrow.
CCQ's:
Will you be working individually or in pairs?
Individually.
What is the scenario?
You have a big test tomorrow.
What will you write in each hour slot?
What you will do each hour of the day to de-stress before and after the test.