Prepping for Test Season Solution Focused Style

In the '80s, as an Earth Science teacher, I discovered the power of fun in the learning process. I recall introducing a module on astronomy, a subject where the vastness of space often overwhelmed the minds of my eighth-grade students.

The sequence of the planets was tough to remember so I created a way for them to learn the sequence through a simple sentence on the blackboard: 
Matilda Visits Every Morning Just Stays Until Noon Period.

The sentence was a mnemonic for the planets:
Mercury. Venus. Earth. Mars. Jupiter. Saturn. Uranus. Neptune. Pluto

Such mnemonic devices were not mere teaching tools; they were fun activities that reduced the pressure of the test and etched information into memory through smiles and creativity. And even I remember the sequence almost 50 years later.

Recently, I walked into an elementary school to visit a school counseling intern who was getting ready for spring tests. She told me about her concerns over students who were very nervous, having test anxiety. We talked for a while, and even I began feeling anxious seeing the posters placed everywhere to encourage students to ace the test next week. There were people wearing t-shirts with bright encouraging slogans on them for the test, and posters about the pep rally the next day, all created to pump kids up for the test. 

When I left, I couldn’t help but wonder if the efforts to get students to do well could possibly create more anxiety. So, I started thinking, like I usually do, with what would happen if the students had a say so in how they were prepared… mentally, that is.

This week, if testing is looming over your school soon, consider sharing this question with teachers and see how the students respond. Just ask the teachers to do a short conversation with the students. 

“Students, testing starts in _____ (days, weeks) and while we do have things to review, I am interested in how you might answer this question:
Suppose you come to school the day of the test and you are at your very, very best. Tell me what I notice about each of you that would show me your best?”

[make a list for the classroom]

“Now, tell me what we can do together until test day so that this happens for each of you. I will make a list.”

[make a list for the classroom]

Scale: “On a scale of 1-10, with 10 meaning we are all at our best, let’s scale where you think we are: _______”

“What can we do together to move up just slightly over the next day/week?”

Teachers can then check in with students as the preparation continues and add to the list, along with scaling the students at different times. 

By asking students for their input, the chances of their participation in test preparation may become less anxiety provoking and more calming… what the experts say is the most helpful for recall.