Course
Description
The
purpose of this course is for teachers to enhance student performance
by minimizing the negative effects of stress in the classroom.
Teachers learn an operational definition of stress, study the
major research findings on the nature of stress, learn the major
theories explaining its impact upon teaching and learning, and
conduct a thorough assessment of stress factors operating in
their classrooms. This knowledge is then integrated, by applying
strategies to identify and address specific sources of stress
that undermine effective teaching and learning in their classrooms.
In addition, teachers identify specific students experiencing
debilitating stress and take actions to address these problems
and help the student restore personal equilibrium and enhance
their performance.
Time Requirements
Stress Management is a 13 week 3 credit graduate level or
sixty hour professional development course taught online. Modules
1 through 8 will be completed one per week. Modules 9 and 10
will be completed over a five-week period so students will have
time to revise and complete the final integration project.
Hardware & Computer
Skills Requirements
Students may use either a Macintosh computer or a PC with Windows
95 or higher. Students should possess basic word processing
skills and have internet access with an active e-mail account.
Students also are expected to have a basic knowledge of how
to use a Web browser, such as Netscape Navigator, Microsoft
Internet Explorer or America Online's (AOL) browser. To download
a browser at no cost, visit one of the following Web sites –
Netscape.com;
Microsoft.com
and AOL.com.
Course Materials
Text: Building Resilience to Stress by R. Hayman Kite. The text and course materials will
be provided for all students. In addition, selected Web resources
will be read and reviewed.
Session Outline
Module 1: The Nature Of Stress
Contents:
1. An Operational Definition Of Stress
2. Four Theories Of Stress – Person: Environmental
Fit Model; Demand: Control Model; Effort: Reward Model; Fight:
Flight Model
3. Stress, survival instincts and brain development
4. Psychosomatic Theory Of Stress
5. Eustress And Distress
Module 2: Sources Of Stress
Contents:
1. Mind-Body Dichotomy
2. Psycho Cybernetics And Stress
3. Areas Of Freedom
4. Job Content
5. Work Organization
6. Lack Of Feedback
7. Uncertaintyl
8. Up The Down Staircase
9. Social Isolation
10. Bad Press
11. Fight - Flight Revisited
Module 3: Assessing Stress
Contents:
1. Identification Of Stress Indicators
2. Self-Assessment
3. Student Assessment (Classroom And Individual)
4. Prototype Questionnaire
5. Analyzing Results
6. Student Performance In Terms Of Measured Stress
Level
7. Student Health In Terms Of Measured Stress Level
8. Teacher Health In Terms Of Measured Stress Level
Module 4: Stress Reduction Strategies
For Students
Contents:
1. Prevention (Use Cognitive Behavioral Strategies)
2. Timely Reaction (After Assessment)
3. Rehabilitation (Enhancing Well-Being)
4. Changing Perceived Context
5. Changing Expectations (Demand Control Model)
6. Realistic Problem Assessment
7. Matching Strategy With Assessment
Module 5: Stress Reduction Strategies
For Teachers
Contents:
1. Whole School Stress Management Action-Plan
2. Prevent, Reduce And Change Organizational Stressors
3. School Stress Review
4. Stress Management Training For Educators
5. Improving Job Satisfaction (Implementing Whole
School Stress Management Action-Plan)
6. Effective Dialogue
Module 6: Stress And Learning
Contents:
1. Typical Blocks To Learning - Fear; Threat; Anxiety
2. The Neurochemical System Of Memory
3. The Casual Relationship Between Fear And Anxiety
4. Carl Roger's Explanation Of Perception Of Learning
5. Presentation: Review Of Research Findings On
Stress And Learning
Module 7: Stress And Teaching
Contents:
1. The Gordon Method: Who Owns The Problem?
2. Evaluation, Critical Judgment And Stress
3. Acceptance And Stress
4. Action As A Function Of Choice
5. Meditation, Relaxation And Stress Reduction
6. Creativity And Stress
7. Teaching In An Age Of Terrorism
8. Eustress And Teaching
9. No Stress - No Learning
Module 8: Effective Dialogue: A Means
Of Reducing Student Stress
Contents:
1. Dialogue Defined (Quotation From Friere)
2. Dialogue As A Human Need
3. Time Management - Fractionalizing Ourselves Into
Incompetence
4. The Process Of Interpersonal Communication
5. Listening Skill And Practice
6. Self-Disclosure Skill And Practice
Module 9: School As A Source Of Stress
For Students
Contents:
1. The four social groups in schools:
• Academic Culture
• Elite Culture
• Adapted Youth
Culture
• Isolates
2. Social Rejection As A Cause Of Student Stress
3. Teenage Maturation
4. Competition; Sorting; Status; Performance; Testing;
Life; Decisions
Module 10: Synthesis
Contents:
1. The Sources Of Stress
2. Assessment Of Stress
3. Strategies To Reduce Stress
4. Coordinating Whole School Stress Management
5. Back-Home Action-Plan
6. Measuring Improved Student Performance (In Stress
Free Context)
7. Long-Term Considerations
Grading
|
|
Assignment |
Points |
|
|
Grading
Scale |
|
|
|
|
|
Forum
Participation |
30 |
|
|
100
– 93 |
A |
|
|
|
|
Reading
And Reviews |
30 |
|
|
92
– 85 |
B |
|
|
|
|
Final
Integration Project |
40 |
|
|
84
– 77 |
C |
|
|
|
|
Total
Points |
100 |
|
|
|
|
|
|
Student
Requirements
|
1. |
Participation:
Participation in all Forum activities and dialogue
with colleagues. |
|
2. |
Reading
Assignments: Students will complete all assigned reading
in the textbook, Web sites, and research articles or best
practices and answer questions in the appropriate Forum
thread . |
|
3. |
Culminating
Activity: Final Integration Project: Participants
will conduct an assessment of stress factors in their
classrooms, design a stress management plan, implement
that plan, and report their experiences. |
Student
Academic Integrity
Participants
guarantee that all academic class work is original. Any academic
dishonesty or plagiarism (to take ideas, writings, etc. from
another and offer them as one's own), is a violation of student
academic behavior standards as outlined by our partnering
colleges and universities and is subject to academic disciplinary
action.
Bibliography
| |
• |
Black,
Jill M., "Writing Your Human Prescription: A Stress Management
Teaching Strategy," American Alliance for Health, Physical
Education, Recreation and Dance, Vol. 9 No. 4, July/August
pages 258-260 |
| |
• |
DeFrank, Richard S. and Stroup, Christine A. "Teacher
Stress and Health: Examination of a Model," Journal of
Psychosomatic Research, Vol. 33, No. 1, pages 99-109 (1989) |
| |
• |
Dombrowski,
Alice, M., "Preventing Diseases With Stress Management
in Elementary Schools," Journal of School Health, Vol.
69, No. 3, March (1999) |
| |
• |
Ediger,
Marlow, "Improving the School Culture," Education, Vol.
118, No. 1, pages 36-40, Fall (1997) |
| |
• |
Guglielme,
Sergio R. and Tatrow, Kristin, "Occupational Stress, Burnout,
and Health in Teachers: A Methodological and Theoretical
Analysis," Review of Educational Research, Vol. 68, No.
1, pages 61-69 Spring (1998) |
| |
• |
Hancock,
Dawson R., "Effects of Test Anxiety and Evaluative Threat
on Students' Achievement and Motivation," The Journal
of Educational Research, Vol. 94, No. 5, June (2001) |
| |
• |
Hancock,
Dawson R., "Encouraging Teachers to Remain in the Profession:
A Model for Stress Reduction" The Educational Forum, Vol.
63, No. 2, Fall (1998) |
| |
• |
Hart,
Peter M., "Teacher Quality of Work Life: Integrating Work
Experiences," Psychological Distress and Morale. Journal
of Occupational and Organizational Psychology Vol. 67
pages 109-132 (1994) |
| |
• |
Jenkins,
Susan and Calhoun, James F., "Teacher Stress: Issues and
Intervention," Psychology in the School, Vol. 28, January
1991, pages 60-70 |
| |
• |
Natvig,
Gerd K., Et Al., "School Related Stress and Psychosomatic
Symptoms Among School Adolescents," Journal of School
Health, Vol. 69, No. 9 pages 362-368, Nov. (1999) |
| |
• |
Nyklicek,
A.J., Vingerhoets, J.M., Van Heck, G.L., "Hypertension
and Appraisal of Physical and Psychological Stressors,"
Journal of Psychosomatic Research, Vol. 50 pages 237-244
(2001) |
| |
• |
Osterman,
Karen F., "Students Need for Belonging in the School Community,"
Review of Educational Research, Vol. 70, No. 3, pages
323-367, Fall (2000) |
| |
• |
Reglin,
Gary, Reitzammer, Anne, "Dealing with the Stress of Teachers,"
Education, Vol. 118, No. 4, Summer (1998) |
| |
• |
Rist,
Ray C., "Student Social Class and Teacher Expectations:
The Self-Fulfilling Prophecy in Ghetto Education," Harmond
Educational Review, Vol. 40, No. 3, pages 257-301, August
(1970), reprinted in Vol. 70, No. 3 (2000) |
| |
• |
Sims,
Randi L., "Teaching Stress Management in an Online Format,"
Journal of Education for Business, Vol. 74, No. 2 Nov./Dec.
(1998) |
Online Resources
1. The Nature of Stress
2. Sources
of Stress (Stressors)
3. Stress
And Learning
| |
A. |
http://www.superlearning.com |
| |
B. |
http://www.bcparent.com/health/stress.htm |
| |
|
| 1. |
Typical Blocks To Learning - Fear; Threat; Anxiety: |
| |
|
| 2. |
The Neurochemical System Of Memory: |
| |
|
| 3. |
The Casual Relationship Between Fear And Anxiety: |
| |
|
| 4. |
Carl Rogers Explanation Of Perception And Learning: |
| |
|
| 5. |
Presentation:
Review Of Research Findings On Stress And Learning: |
| |
|
| 6. |
Learning
In An Age Of Terrorism: |
| |
|
|
4. Stress
And Teaching
Course
Authors
Dr. Hayman Kite and Mr. Ken Miller
Hayman Kite has more than 40 years experience as an
educator at all levels. He has been a classroom teacher, building
principal, district administrator, and college professor.
He retired as Dean of the School of Education at Florida Atlantic
University in Boca Raton, Florida in 1987. Since then he has
been a Senior Associate at the Teacher Education Institute,
where he has written numerous courses and provided key consulting
services. During the past 20 years, he has taught TEI graduate
courses to more than 2,000 teachers in eight different states.
He has been a consultant to numerous education organizations
including the National Science Foundation. He is a certified
Baldridge evaluator. He manages stress by living on the side
of a mountain in Blowing Rock, North Carolina.
Ken Miller is president of the Teacher Education Institute
(TEI), which he founded in 1981. Since then, more than 100,000
classroom teachers have taken a TEI graduate course. He began
his career as an educator as a social studies teacher at Highland
Park High School in Highland Park, Illinois, where he taught
from 1967-1973 and was selected teacher of the year in 1972.
From 1973-1980, he worked for Dr. Thomas Gordon at Effectiveness
Training, Inc. in Solana Beach, California. During that time,
he wrote the Teacher Effectiveness Training (TET) course,
which has since been translated into more than 10 languages
and taught to teachers throughout the world. Ken has been
a consultant to numerous school districts throughout the United
States and Europe, and he has written leadership development
programs for some of the nation's leading corporations.
Register
To register to take TEI's Stress Management For Teachers online
graduate course, go to the Course
Registration page.
|
|
