1. Stress and Threat
Jensen, Chapter 16

2. Introduction Distress Eustress The Distressed Learner
Are confronted with a problem we don’t want to solve
Don’t perceive the solution to the problem
Feel the risk levels involved are unacceptable
Have little or no control over circumstances
Experience repeated situations of intense/prolonged stress
Eustress
Desire to solve a particular problem
Ability to solve the problem
Some sense of control over circumstances
Sufficient rest between challenges
A perceived potential solution to the problem
Flow
The Distressed Learner
“The differences between positive or moderate stress and distress
or threat are very distinct”, for example:

3. Moderate stress (eustress) is good for learning
Distress and threat are not!
Because:
Cortisol is released from the adrenal glands and this depresses the immune system, tenses muscles, high blood pressure , blood clotting, and impairs learning
feelings of despair, overwhelming sensations and learned helplessness
The issue can be very complicated because of “separate realities”
This is why learners should have a choice in the learning processthe more controlthe more they will exercise itbetter they will become coping with stress

4. Solution must be possible Resources Sense of control Time to learn
Many underperformers may be under stress achievement may be seen as impossible
Keep in mind:
Solution must be possible
Resources
Sense of control
Time to learn
Ability/awareness to manage stress
My own mantra
“Everything is temporary”

5. The Brain in Distress
cortisol

6. Problems with chronic stress
Atrophy levels in the hyppocampus (“gateway to memory”) both in the fetus and in adults
Makes students more susceptible to illnesses
Therefore more test stress = more illnesses and miss classes = less learning
Lower serotonin (feeling good) levels = more aggressive and violent behavior patterns
Physical environment (crowding, fluorescent lighting) can impact on learner’s stress
Stresslow achievementpoor self concept
Lower levels of stress seem to facilitate storage and retrieval of memories

7. Impact of Social ForcesWhen Students Loose Touch
Unforeseen stressors cause tension and threat to adults…same with students
As a teacher, provide more predictability and classroom rituals
Our body adapts to stressincreases in the morning, levels at midday and is reduced in the afternoon
At times it is important to take a “mental health” day and relax, specially educators (see statistics of the Employees Assistance Programs)too much stress = breaking point
As a teacher incorporate stretching and breathing exercises, quiet walks and support groups

8. Reactions to Threat Hi stress or threat has no place in the schools
For the most part the brain responds to threat exposure in predictable ways

9. Threats also elevates levels of vasopressinlinked to aggression
Threatening environment reduce serotonin modulate emotionsviolence rises
Threats also elevates levels of vasopressinlinked to aggression
Students who come from abused backgrounds, usually have attention difficulties, they show survival behaviors:
Consistent shifting of the eyes, voice and attention
Often swing or swat at other students (establish territory) misreading danger keys

10. The list of potential threats to learners is endless and they can exist anywhere (separate realities)
By not being able to cope, student develop learned helplessnessusing less reflective skills (frontal lobe) and using more of the amygdala reflective skills survival
The area that process emotions is getting more stimulation than others

11. Impact of Stress on Cerebral Blood Flow

12. Impact of Stress on Cerebral Blood Flow
The brain then:
Looses the ability to correctly interpret information
Revert to familiar try and true
Looses some of the ability to index, store and access data
Becomes more automatic in their responses
Looses ability to perceive relationships and patterns
Less higher order thinking skills
Looses some long term memory capacity
Tends to overreact to stimuli (phobia)

13. Conditions for Learning
Learner safety
Opportunity for expression
Threatening Phrases:
Lateness = cost
You know what is going to happen to you don’t you?
If you do that one more time….
You are not going to recess until…
If I have to tell you again, you’ll be sorry
Wait until I tell your XXX…
they will not be happy
The more time you waste talking the less computer time you will have
Conditions for Learning
Connection
Activation

14. Steps to reduce teacher stress
Become familiar with the causes of your stress
Practice recognizing the stress level when one of these events happen
Develop strategies about the different ways you can adjust to the event
Practice relaxation techniques listening to music, meditation and reflection
Maintain a regular and reasonable exercise program
Develop network of support from your families and friends
Look for good in every situation
If stress continues, seek professional help