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Stress Management for Teachers

The purpose of this course is for teachers to enhance student performance by minimizing the negative effects of stress in the classroom. Participants will 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 the classrooms. Participants will identify specific students experiencing debilitating stress and will take actions to address these problems in order to help the student restore personal equilibrium and enhance their performance.


Carlow University ED 624 • Madonna University EDU 5960.08 •  Mercy University EDUT 547


The required text for this course is included within the course materials and does not need to be purchased by the student. 

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 1/9/24 - 4/9/24
  • 3/12/24 -6/11/24
  • 5/14/24 - 8/13/24
  • 7/9/24 - 10/8/24
  • 9/10/24 - 12/10/24
  • 11/12/24 - 2/11/25

Course Schedule



Session/Module 1: The Nature Stress


  • An Operational Definition Of Stress
  • Four Theories Of Stress - Person: Environmental Fit Model; Demand: Control Model; Effort: Reward Model; Fight: Flight Model
  • Stress, Survival Instincts And Brain Development
  • Psychosomatic Theory Of Stress
  • Eustress And Distress

Session/Module 2: Sources of Stress


  • Mind-Body Dichotomy
  • Psycho Cybernetics And Stress
  • Areas Of Freedom
  • Job Content
  • Work Organization
  • Lack Of Feedback
  • Uncertainty
  • Up The Down Staircase
  • Social Isolation
  • Bad Press
  • Fight - Flight Revisited

Session/Module 3: Assessing Stress


  • Identification Of Stress Indicators
  • Self-Assessment
  • Student Assessment (Classroom And Individual)
  • Prototype Questionnaire
  • Analyzing Results
  • Student Performance In Terms Of Measured Stress Level
  • Student Health In Terms Of Measured Stress Level
  • Teacher Health In Terms Of Measured Stress Level

Session/Module 4: Stress Reduction Strategies For Students


  • Prevention (Use Cognitive Behavioral Strategies)
  • Timely Reaction (After Assessment)
  • Rehabilitation (Enhancing Well-Being)
  • Changing Perceived Context
  • Changing Expectations (Demand Control Model)
  • Realistic Problem Assessment
  • Matching Strategy With Assessment

Session/Module 5: Stress Reduction Strategies For Teachers


  • Whole School Stress Management Action-Plan
  • Prevent, Reduce And Change Organizational Stressors
  • School Stress Review
  • Stress Management Training For Educators
  • Improving Job Satisfaction (Implementing Whole School Stress Management Action-Plan)
  • Effective Dialogue

Session/Module 6: Stress and Learning


  • Typical Blocks To Learning - Fear; Threat; Anxiety
  • The Neurochemical System Of Memory
  • The Casual Relationship Between Fear And Anxiety
  • Carl Roger's Explanation Of Perception Of Learning
  • Presentation: Review Of Research Findings On Stress And Learning

Session/Module 7: Stress and Teaching


  • The Gordon Method: Who Owns The Problem?
  • Evaluation, Critical Judgment And Stress
  • Acceptance And Stress
  • Action As A Function Of Choice
  • Meditation, Relaxation And Stress Reduction
  • Creativity And Stress
  • Teaching In An Age Of Terrorism
  • Eustress And Teaching
  • No Stress - No Learning

Session/Module 8: Effective Dialogue: A Means Of Reducing Student Stress


  • Dialogue Defined (Quotation From Friere)
  • Dialogue As A Human Need
  • Time Management - Fractionalizing Ourselves Into Incompetence
  • The Process Of Interpersonal Communication
  • Listening Skill And Practice
  • Self-Disclosure Skill And Practice

Session/Module 9: School As A Source Of Stress For Students

  • Contents:
  • The Four Social Groups in Schools:
    • Academic Culture
    • Elite Culture
    • Adapted Youth Culture
    • Isolates
  • Social Rejection As A Cause Of Student Stress
  • Teenage Maturation
  • Competition; Sorting; Status; Performance; Testing; Life; Decisions

Session/Module 10: Synthesis


  • The Sources Of Stress
  • Assessment Of Stress
  • Strategies To Reduce Stress
  • Coordinating Whole School Stress Management
  • Back-Home Action-Plan
  • Measuring Improved Student Performance (In Stress Free Context)
  • Long-Term Considerations
  • Develop a definition of stress.
  • Distinguish between good stress/bad stress
  • Identify the primary source of stress
  • Define and use mediators to interpret stressors
  • Recognize "killer" mediators
  • Complete the "Assessment Format for Teachers."
  • Assess the interaction among Life Events, Mediators, and Context
  • Describe the mind/body connection
  • Assess stress signals
  • Connect stress to mediator
  • List teacher sources of stress
  • Assess student stress using tests
  • Apply cognitive reappraisal to reduce stress
  • Assess David Burn's Ten Forms of Distorted Thinking
  • Develop a "Pre-Assessment" instrument
  • Initiate a classroom stress management strategy
  • Compare and contrast stress reducers
  • Construct a Whole School Stress Management approach
  • Compare the approach in Chapter Eight with course content
  • Complete a Time Utilization Survey
  • Connect teacher anxiety to Teacher Support Teams
  • Analyze the flight or fight response
  • Establish a functional relationship among major concepts
  • Identify blocks to learning due to stress
  • Assess the concept of problem ownership
  • Recognize the need for student/teacher dialogue to reduce stress
  • Review long-term stress reducers
  • Apply a five-point approach to stress management
  • Identify important stress management tips
  • Create a Plan of Action
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

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.