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Hackworth [49] suggests that the following activities can help students in reducing and mitigating mathematical anxiety: Discuss and write about math feelings; Become acquainted with good math instruction, as well as study techniques; Recognize what type of information needs to be learned; Be an active learner, and create problem-solving ...
A basic tenet of the PBIS approach includes identifying students in one of three categories – primary, secondary, or tertiary [6] [7] [5] [8] Interventions are specifically developed for each of these levels with the goal of reducing the risk for academic or social failure. [6] The interventions become more focused and complex at each level. [9]
In post-secondary students, research on mindfulness-based stress reduction has demonstrated that it can reduce psychological distress, which is common in this age range. In one study, the long-term impact of an 8-week mindfulness-based stress reduction (MBSR) treatment extended to two months after the intervention was completed.
Students in jigsaw classrooms ("jigsaws") showed a decrease in prejudice and stereotyping, liked in-group and out-group members more, showed higher levels of self-esteem, performed better on standardized exams, liked school more, reduced absenteeism, and mixed with students of other races in areas other than the classroom compared to students in traditional classrooms ("trads").
During engaged time, students are participating actively in learning activities—asking and responding to questions, completing worksheets and exercises, preparing skits and presentations, etc. This is an important part of the school day because when students are engaged (actively) they are learning.
This state can also reduce stress, which helps with students' mental health and well-being. [71] This increases resilience and helps students to overcome challenges or setbacks by teaching them a growth mindset. [72] Most teachers and parents want students become more engaged and interested in the classroom.
This reduces the anxiety around testing and heightens the emphasis on the learning itself. [citation needed] Higher learning standards for all: In a system of continuous assessment, advanced students can progress through material at their own pace and remain engaged by pursuing more challenging work as they master the basics. [citation needed]
For example, OTs can work with students to engage in the occupational therapist-developed curriculum The Zones of Regulation, [130] which utilizes evidence-based knowledge, formal assessment, and in-classroom treatment to improve self-regulation of emotional behaviors and create long-lasting changes in habits.
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