What is this place ?

This is a Thematic Blog specifically designed for Educational purposes where an EFL teacher has combined the use of this Web 2.0 tool and the sharing of students' beliefs, ideas and attitudes in Second Language Testing experience in a safe anonymous environment.

The main objective of this blog is to provide students with a widening range of test anxiety facts and aspects, discuss test-taking strategies and recognize the benefits of engaging them in different types of testing items.

So, scan the entire blog to get an idea of what is
included. Explore the sidebars and gadgets as well as the pictures, videos, and quotes.







Τρίτη 9 Φεβρουαρίου 2016

Blogging Rules and Guidelines


1 Make sure you have a gmail account to leave your comments.
 
2.Never use your last name.  Use your first name only OR initials OR a nickname.

3.  Leave the e-mail section blank.

4. Please don’t make fun of anyone’s comments. Let’s be respectful of what others blog and of their opinions.
5.  Always make sure you check over your post for spelling errors and/or grammar errors.

6.  Please stay on topic.
 
 
This Educational blog includes 5 kinds of tasks that are detected by name and colour as follows:
  • the Self Reflection Questions, where you are asked to think about the specific task and reflect personal attitudes.
  • the Leave-your-Comment Questions, where you have to type your answer in the "add your comment section"
  • the Video Watching Tasks,  where you are supposed to watch the video for further Information and facts.
  • the Quizzes, where you are required to click on the link and complete the quiz.
  • the Publishing Activity, where you have to publish your own work following all the knowledge that you gained from the blog.

Lesson 1. What is Anxiety


LESSON 1.
 What is Anxiety
Did I get it
 Where does it come from?

 
Self Reflection Question
Have you ever mirrored any of the following types of emotion zones?


 If you are most into “HIGH-” and “LOW-”, you are not alone!

 
Self Reflection Question
Have you ever experienced any of the following  types of reactions?


  1. "I felt I was ready for the test, but when it started my mind just went blank."
  2. "Before the test started I felt sick. I just wanted to get out of there."
  3. "I kept thinking to myself what would happen if I did poorly on this test, I just knew it would be awful because I was going to fail again."
  4. "I thought I did just fine, but when the grade came back it was a 'D', I don't know what happened."
  5. "I am always feeling under pressure, my life is just too hectic."
  6. ·        Sweaty palms
  7. ·        Accelerated heartbeat
  8. ·        Queasy stomach
  9. ·        Self-doubts
  10. ·        Constant worry
  11. ·        Ready to cry
 
if your answer is YES, then you should carefully  click on this Video Watching task and look for more Anxiety Symptoms  :

 

It's Leave-your-Comment Question 1:
Now, let’s think about your last test. Can you separate the physical from mental reactions?

Physical ones: What was your body feeling like before and during the test?

Describe it in as much detail as you can.
 

Mental ones: Mental: What were you saying to yourself, friends, parents or teachers?

 
Where does it come from and how did I get it?

Video-Watching Task:
Similar to most of the human behaviors you probably have learned it. Complicated enough, its starting points may be in your early testing experiences:

·        You may misinterpret a family interest for an upcoming test as pressure to succeed.

·        You may have taken a test when you were sick.

·        You may have taken a bad grade on a test and the negative attention of your teacher, classmates or family had influenced you.

When the bad habits become common ones then the specific sources of test anxiety below are experienced.

-Unfamiliarity: It is normal to feel a little nervous the First time you experience NEW situations. Sometimes, NEW is scary and your First test may raise your anxiety levels.But, practice, experience and learn test-taking strategies are ways to relax.

-Preparation: if you aren't prepared as much as possible with sufficient material for your test, you deserve to be nervous

-General Lifestyle: caring your body, following a balanced lifestyle are some of the ways to decrese stressful situations.

-Conditioned Anxiety: some students hear the word "test" and sweat at once. Some others see a dog and scream. These are examples of a traumatic experiences and indicators of a learned behavior that result in anxiety reactions.

-Irrational Thinking: Negative thinking isn't necessarily based on the reality.

It's a Leave-your-Comment Question 2:
You have read about several test anxiety causes. Personally speaking, refer to some of the causes of your test anxiety  from the lists above or some of your own.
 

 Test Anxiety symptoms and effects are common to young, teenagers, and adult learners of Second Language Learning and Testing.
Let’s take a deeper look to some interesting articles that may answer some of your inner questions:
4. why some kids can handle pressure while others fall apart from NY times magazine
5. how stressed are you
 
QUIZ
 It's time to explore your personal levels by doing online quizzes and get your score.
It's a Leave-your-Comment Question 3:
So, what does your score range reveal about you?
 
 

 

 

 

Lesson 2. Relaxation Techniques


LESSON 2.
RELAXATION TECHNIQUES

 


If you are relaxed, it is physiologically impossible to be anxious. There are many relaxation techniques both for your mind and body that can help you measure down your tense.

ü  taking a walk (alone, with a friend, or a dog)

ü  listening to your favorite song or music

ü  deep muscle relaxation

ü  deep breathing relaxation

ü  positive self-talk


"You are well prepared, show them what you know."
"Stay relaxed and go slow."
"If first you don't succeed, go to the next one."
"I have plenty of time to finish, I don't have to be an early one out of the room."
"I don't have to complete all the questions correctly."

ü  take a hot bath

ü  do your hobby

 Video Watching Task: Have your ever tried something like that?

4-7-8 Breathing Exercise by GoZenvideo   

 

When should you put them into practice?

There are 3 time zones that these relaxation techniques could lift you up:

1) When you are studying and you start to tense up.

2) Just prior to the test because the calming effect will last for a while.

3) During the test if you feel yourself starting to get anxious.

 


It's a Leave-your-Comment Question 4:

You have had some opportunities to try out these relaxation methods either in the class, or in your room.

a)Can you describe in a few words what was going through your mind and body?


b) What is your favourite  method?


                 



                                                     and don't forget...
 

Lesson 3. Effective Time Management


Lesson 3.
Effective Time Management

Anxiety makes time seems your enemy. Do you usually consume the time or the time consumes you? The clock on the wall or the watch on your wrist are moving really fast when a person becomes anxious, but what if you became a “better time planner”.  You can take advantage of this transformation and change your psychology towards time. This blog cannot provide you a magic wand, but offers you the opportunity to make an attempt and organize your time related to school, English lessons and exams.

 
Your useful words are: top priorities, other assignments, daily routines, general life goal.


some sample materials for daily, and weekly time planners

 

 

 

 


It's a Leave-your-Comment Question 5:

Have you ever tried any of these? What works best for you?

Lesson 4. Healthy Living Habits


LESSON 4.
HEALTHY LIVING HABITS

You are what you eat”. This is a common saying that highlights the great importance of your daily eating habits and how that affects your mental and physical balance. A proper diet helps our organism to perform better at mental and physical tasks.

How about an example:

Friday is the exam day for George, so he is in a hurry to get to school to do a little extra studying. He had a dinner last night and then a sweet to stay up late studying. In the morning, he is in a hurry drinking a glass of milk and not taking the sandwich that his mum had prepared him for school. After the first two hours of lesson he buys a coke. By 12:00 he is tired and has a little headache. He takes a donuts from the school canteen as he feels hungry and a little nervous about the test that is at 13:00. He also tries a bar of chocolate from his classmate and starts feeling a little better. While sitting for the test his headache comes back with a bit of stomachache. After the test he goes back home, cancels the afternoon karate lessons and stays exhausted in bed, falling asleep until dinner time. A horse wouldn’t be enough to satisfy his late hungriness after waking up.

Self Reflection Question:
Reminds you something?

 In plain English George’s inadequate sleeping patterns, poor quality breakfast, sugar from the donuts and chocolate, and caffeine from the coke led him to run out of good energy starting feeling bad in the crucial moment of testing.

Self Reflection Question:
Does your diet support a maximum performance? 
The following are some things that you should consider to get more enrergy:


1)     Increase the consumption of fresh fruits and vegetables
       that are high in vitamins and minerals.

2)     Have small and frequent meals throughout the day starting with a good breakfast just as your mother shouts at you.

3)     Whole grain products such as cereals are more slowly digested and you feel full.

4)     Avoid sugar, beverages, caffeine and its substitutes.

5)     Increase levels of protein (eggs, milk products, fish, beans, nuts etc.)

6)     Drink a lot of water.
 
It's a Leave-your-Comment Question 6:
Think about the last week and leave a comment on how many times did you eat a full breakfast? Did you consume a large amount of sugar-rich foods? What would you like to change to your diet?
In general, will you let your diet support or detract you from your performance?

Lesson 5. Active Reading and Memory Techniques


LESSON 5.
ACTIVE READING AND MEMORY TECHNIQUES
 
Self Reflection Question:
Do you recall the first thing you were asked to do in the beginning of this Blog?

Scanning, is one of the two active reading techniques which have to do with the reading material that we have in front of us.You scan when you look for your favorite show listed in the cable guide, for your friend’s phone number in a telephone book, and for the sports scores in the newspaper. For scanning to be successful, you need to understand how your material is structured as well as comprehend what you read so you can locate the specific information you need. Scanning also allows you to find details and other information in a hurry.
The material you scan is typically arranged in the following ways: alphabetically, chronologically, non-alphabetically, by category, or textually. Alphabetical information is arranged in order from A to Z, while chronological information is arranged in time or numerical order.
Learning to use your hands while scanning is very helpful in locating specific information. Do you do anything with your hands to locate a word in a dictionary? To find a meeting time on your calendar? To read a train or bus schedule? Using your hand or finger is extremely helpful in focusing your attention and keeping your place while scanning a column of material
 On the other side there is the skimming tool referring to look only for the general or main idea. Your overall understanding is reduced as you do not read everything in detail. What you read is more important than what you leave out. Once you read the First sentence of each paragraph-the topic sentence- and get the main idea dropping down the rest of the paragraph.

Now let’s clear out what passive reading is. A passive reader reads for his pleasure in his bed or while doing sunbathing at his own pace according to his mood.

 


On the contrary, active reading is what your teachers ask you to do within your textbooks and test materials. To keep your body and mind alert! After all, you have to engage the things that you read in order not to waste your time and effort.


Useful tips for active reading and influence on text comprehension:

-      Pre-reading or scanning

-      Skimming to note characteristics like length and organization, considering genre and general purpose or audience.

-      Note- taking, underling key words or write subheadings next to each paragraph

-      Read aloud

-      Draw a visual stimulus next to something difficult or activate prior knowledge

-      Discuss the material with a classmate, parents or teachers.

-      Force memory techniques

§  Regular review of class notes

§  Write and re-write items

§  Put hard memory items on flashcards

§  Develop your own examples

§  Pair or group-work

Self Reflection Question:
Can you unscramble jumbled letters and words mafe of numbers?




It's a Leave-your-Comment Question 7:

Which Active Reading Technique do you usually use?

Which Memory Technique do you usually use?

Δευτέρα 8 Φεβρουαρίου 2016

Lesson 6: Test-taking Strategies


LESSON 6
TEST-TAKING STRATEGIES

Some of you have completed a handed questionnaire on test anxiety and test-taking strategies.  Those of you that are newcomers here, there is a quick quiz from the "Academic Anxiety Coping Scale" by Allen Ottens to do so as identify the positive situations that help control the test anxiety (facilitating factos), and those that may increase its levels (debilitating factors).
QUIZ
1.) When I'm having difficulty concentrating or paying attention to what I am studying, _________.

(Choose the ones that will help reduce anxiety)

a.) I decide it's time to take a study break.

b.) I wonder what is wrong with me that I can't concentrate.

c.) I change my method of studying, such as copying notes instead of reading.

d.) I decide to study some other subject.

e.) I question whether I'm in the right school or course of study.

f.) I persist with what I'm studying and force myself to complete assignments.
 

2.) While I'm sitting in the exam room waiting for the test to be distributed, ____________.

(Choose the ones that will help reduce anxiety)

a.) I plan a strategy for how I can most effectively approach the test.

b.) I use the last moments to cram as much of the subject matter as possible.

c.) I try to relax or distract myself by thinking about something besides the test.

d.) I notice a building tension that gets harder to handle as the test time approaches.

e.) I relieve tension by talking or joking with classmates.

f.) I doubt that my knowledge of the subject will be reflected by my answers.
 

3.) When, during an exam, I forget information that I actually know, ____.

(Choose the ones that will help reduce anxiety)

a.) I relax and try to recall the information from a lecture or textbook.

b.) I find that during the rest of the test I'm distracted by trying to remember it.

c.) I check to see how another student answered the question.

d.) I interpret it as a signal to move on to another question.

e.) I minimize its importance by thinking that it's only one item.

f.) I get angry and frustrated with myself.
 

4.) If a final exam in one of my courses were to be held tomorrow, ______.

(Choose the ones that will help reduce anxiety)

a.) I would stay up all night to cram for it.

b.) I would "overpsych" myself for it by remembering how important it is to get a good grade.

c.) I would be reassured by telling myself that I've kept up with the course.

d.) I would not bother to study for it since it would be too late to do anything.

e.) I would review the main points and hope for the best.

f.) I would try above all else to get a good night's sleep.
 

5.) When I'm studying and I think back to how poorly I've scored on some previous tests, ___________.

(Choose the ones that will help reduce anxiety)

a.) I get so dismayed that I just want to put my books aside.

b.) I criticize myself for having botched so many opportunities.

c.) I try to boost my confidence by recalling how well I've done on some others.

d.) I use this recollection as an incentive to prepare even harder for the next test.

e.) I worry that upcoming tests will end up badly, too.

f.) I remind myself that I've actually learned from the errors.
 

6.) One way to help remember things is to use multiple ______________when you study.

a.) senses

b.) repetitions

c.) courses

d.) all of the above

e.) none of the above

f.) a & b only


7.) Which one or more of the following are likely to improve school performance?

a.) Regular meals throughout the day.

b.) Having a coke before a test.

c.) Reducing the amount of sugar consumed.

d.) Fasting before a test to clear your mind and body.

e.) Having a few drinks the night before to relax.
 

answer keys:1. a,c,d -2. a,c,e- 3. a,d,e -4. c,e,f -5. c,d,f -6. f -7. a,c

Researches and textbooks have been written on the analysis of the structure of the testing language used to help learners determine the best answer. Yet, if you are as busy as a bee and like most students cannot spend countless hours learning how to do this, this blog provides you several simple strategies for test-anxious learners listing the most useful regarding the test type.

Let’s start from the most general ones to the most specific ones in the second part.

 
1st Part:

Before the official test:

• When the teacher gives you a mock test, read the directions first and make sure that you understand and follow them.
 
• Use your study skills to better learn the material that will be covered on the test.

• Be positive when you study. Think about you doing well and that you will not fail.

• Think of the test as a chance to show how much you have learned.

• Ask your teacher about the types of questions that will be on the test and study accordingly. The most common

types of questions are: multiple choice, true-false, short answer, fill-in-the blank, matching, and essay questions.

• Make sure you have a good night’s sleep the night before the test and eat a good breakfast on the day of the test.

 
During the test:

• Stay relaxed during the test. Taking slow, deep breaths can help. Focus on positive self-statements such as “I can

do this.”

• Don’t panic even if you find the test difficult. Stay with your plan!

• During the test answer easy questions first and then come back to the ones you need more time to think about.

• When you do not know an answer on a multiple-choice test, eliminate the options that you know cannot be

correct and take an educated guess on the remaining options.

• Don’t worry about other students finishing the test before you do. Take the time you need to do your best.

 
After the test:

Leave time at the end to look over your work. Did you answer every question? Did you proofread for errors? It is easy to make careless mistakes while taking a test.

• Once you hand in the test, forget about it for the moment. There is nothing more you can do until the graded

test is returned to you.

• When the graded test is returned to you, examine it to see how you could have done better. Learn from your

mistakes and from what you did well. Apply this knowledge when you take the next test.

• You have to know the material to do well on a test. You have to control your test anxiety to show what you

know.

It's a Leave-your-Comment Question 8 :
Once you like A.C.R.O.N.Y.M.S click on the links to explore presentation for test-taking strategies and DECIDE which fits you well and Why?

Slide 15th:Check the presentation

Test preparation, the test, post test :3 stages to explore

SQRW as a four-step strategy :a four-step strategy

The D.E.T.E.R STRATEGY : how to study
 
2nd Part
Test-taking strategies for Multiple-choice Tests

Two common types of items that you may find:

1.   An incomplete statement followed by several answer choices. (usually grammar patterns)

2.   A question followed by several answer choices.
                                             10 Basic skills to remember:
1.    Circle or underline important words in the item. This will help you focus on the information most needed to identify the correct answer choice.
2.    Read all the answer choices before selecting one. It is just as likely for the last answer choice to be correct as the first.
3.    Cross out answer choices you are certain are not correct. This will help you narrow down the correct answer choice.
4.    Look for two answer choices that are opposites. One of these two answer choices is likely to be correct.
5.    Look for hints about the correct answer choice in other items on the test. The correct answer choice may be part of another item on the test.
6.    Look for answer choices that contain language used by your teacher or found in your textbooks. An answer choice that contains such language is usually correct.
7.    Do not change your initial answer unless you are sure another answer choice is correct. More often than not, your first choice is correct.
8.    Choose "all of the above" if you are certain all other answer choices in the item are correct. Do not choose "all of the above" if even just one of the other answer choices is not correct.
9.    Choose "none of the above" if you are certain all other answer choices in the item are incorrect. Do not choose "none of the above" if even just one of the other answer choices is correct.
10. Budget your time

Knowing how multiple-choice items are constructed and using these guidelines will help you improve your score on a multiple-choice test.
Adapted from:link

 It's a Leave-your-Comment Question 9:
Which of these 10 strategies do you usually use during your tests, and Why?
 

True/False TESTS

If it is not your lucky day you have a 50-50 chance of being right. T/F tests are a bit more difficult than they seem to be. It is not only a matter of deciding whether the item is correct or not. Even if you have the knowledge there are some extra tips to follow:

1. Choose True for an item only when you are certain that the entire statement is true. This is especially important when the item contains more than one "fact."

Ex. Elephants, lions, and dogs are all mammals.

This statement is true because you know that they do not lay eggs.

But..

Elephants, chickens, and dogs are all mammals.

This statement is false because you know that omelets are delicious because of eggs.

2.    Be very careful when a statement contains a negative word such as not or a negative prefix such as un as in the word unfriendly. A negative word or prefix completely changes the meaning of a statement.

Ex. Teachers should be patient with their students (correct)

Teachers should be impatient with their students (incorrect).

At a quick glance these two statements might be the same. So, always read your statements carefully.

     3. When a statement contains two negative words and/or prefixes, cross out both. Two negatives typically make a positive, but in a very confusing way.

My sister is the most popular girl at school because she is not unfriendly. (true but a confusing statement)
My sister is the most popular girl at school because she is not unfriendly.
In other words she is friendly. (true)


4. An absolute statement is usually false. An absolute statement contains words such as the following: all, none, always, every, never, only, and no. Each of these words suggests that there are no exceptions
Ex. The official language of all American countries is English.
This statement is false as there are countries whose official language is Spanish, French or Portuguese etc.

     5. A qualified statement is usually true. A qualified statement contains words such as the following: some, many, usually, most, sometimes, may, and often. These words allow for exceptions.
Ex. The official language of most of the countries in North America is English. (true)
           6. If you are uncertain whether a statement is true or false, take your best guess unless there is a penalty for wrong answers.

7.    Budget your time.

It's a Leave-your-Comment Question 10 :

Which of these 7 T/F strategies do you isually use and why?
 

In some tests short answers (written or oral) are made and testers are out of the point because they do not understand what do the most frequently used
Direction Words exactly mean:

It's a Leave-your-Comment Question 11 :
In alphabetically order, their meanings and examples can pull you out from a stressing situation, which of the following do you find more demanding/challenging:
·        Analyze - Analyze tells you to break something down into its parts and show how the parts relate to each other to make the whole.

Analyze the factors that contribute toair pollution.
·        Compare - Compare tells you to show how two or more things are BOTH similar and different.
Compare the lifestyle in the countryside and in the city.
·        Contrast - Contrast tells you to show how two or more things are different.

Contrast the benefits of studying abroad and in your country.
·        Define - Define tells you to explain the meaning of something in a brief, specific manner.

Define what is meant by  “he has a long face”
·        Describe - Describe tells you to present a full and detailed picture of something in words to include important characteristics and qualities.

Describe the happiest moment of the writer.
·        Diagram - Diagram tells you to illustrate something by drawing a picture of it and labeling its parts.

Diagram how the future cars could be.
·        Evaluate - Evaluate tells you to present both the positive and negative characteristics of something.

Evaluate the impact of Internet in teenagers’ life.
·        Explain - Explain tells you to provide facts and reasons to make something clear and understandable.

Explain why animals are testing experiments for medicines.
·        Imply- Imply means to indicate or suggest (something) without its being stated in words:

Imply what his words “lack of faith” mean.
·        Justify - Justify tells you to provide reasons and facts in support of something.

Justify the need for renewable sources of energy .
·        List - List tells you to present information about something as a series of brief numbered points.

List the ingredients of a cake.
·        Outline - Outline tells you to present the most important information about something in a carefully organized manner.

Outline what it takes to be a good friend.
·        Summarize - Summarize tells you to present the main points about something in a brief form.

Summarize how Columbus discovered America.
·        Trace - Trace tells you to present the order in which something occurred.

Trace the major dates of World War II.