Out of My Shell: Strategies for Reducing Social Anxiety to Improve Classroom Community and Participation By, Dana Langer Secondary English MAT As the unit progressed... I believe I somewhat came out of my shell. –M, age 15.

Finding My Research Topic College Creative Writing Workshops A New Comfort My Own High School Experience Anxiety Struggles to Participate Challenges of Student Teaching My Own Anxiety Noticing Anxiety in my Students Applying the Creative Writing Model

REMEMBER HIGH SCHOOL? Who Are These People and What do They Think of Me? Hmm, I have a pretty good hand here Is it my turn ? I wish I could see her hand Mine is good, but his could be better According to David Elkind, adolescents experience a pervasive fascination with the opinions of others. They view their peers as an audience and feel constantly “on stage.” I remember feeling this way myself. One might compare the sensation to playing a continual game of mental poker.

In college, I majored in creative writing. Suddenly, I felt comfortable participating in class. Why? In college, I majored in creative writing. Suddenly, I felt comfortable participating in class. Why? We knew our classmates personally We knew our classmates personally We had structured opportunities to receive feedback from classmates We had structured opportunities to receive feedback from classmates Our teacher, Olga Broumas, provided a kind, accepting model Our teacher, Olga Broumas, provided a kind, accepting model Never make apologies for your work. Just say: “Thank you all for coming.” “Thank you all for coming.”

STUDENT TEACHING: Who Are These People and What do They Think of Me? My own adolescent anxiety returns! My own adolescent anxiety returns! The students seem extremely quiet and reserved! The students seem extremely quiet and reserved! What can I do? What can I do? What Can I Do? What will they think of me? I’m so nervous! It’s my first day!

My Field Supervisor Notices a Problem They appeared to listen... but their participation was limited. It’s troubling for a teacher to ask a general question to the entire class and receive no reply. Early in the class, Dana tossed a half dozen questions into the air; most fell to the floor. A few were caught. -Evaluation, 1/08 Talk to your cooperating teacher!

My cooperating teacher is a soccer coach. She has no problem commanding participation. Stop asking them if they want to share. No high school kid wants to share. You have to force them! Watch what I do... Ok, Lindsey, Katie, and Michelle! You’re on deck! Ready to participate in 5, 4, 3, 2...

How can I get the students to participate and still be myself? Why shouldn’t students want to share? I need to develop a method that feels more like me I need to develop a method that feels more like me

Apply the creative writing model! Push them to share but still let them be themselves and feel ownership for their work in the classroom

What Am I Looking For? Structured opportunities for students to share their work and ideas Structured opportunities for students to share their work and ideas Structured time for students to get to know each other as people, in the context of their work Structured time for students to get to know each other as people, in the context of their work Structured opportunities for feedback and self- reflection. Structured opportunities for feedback and self- reflection.

Weekly Intervention Strategy Students choose a partner (someone with whom they feel safe and friendly). Students choose a partner (someone with whom they feel safe and friendly). I assign each partnership two vocabulary words I assign each partnership two vocabulary words Each partnership is responsible for creating a presentation to help the rest of the class remember their words. Each partnership is responsible for creating a presentation to help the rest of the class remember their words. Each presentation must involve a visual aid, and each member of the group must speak. Each presentation must involve a visual aid, and each member of the group must speak. Afterwards, students give each other feedback. Afterwards, students give each other feedback. The next day, they take a quiz on their words The next day, they take a quiz on their words If anyone fails, everyone fails If anyone fails, everyone fails Meanwhile, students also regularly work in groups on Macbeth performances. Meanwhile, students also regularly work in groups on Macbeth performances.

How did I Collect My Data? Video tapes of students working on presentations Video tapes of students working on presentations Student self-evaluations Student self-evaluations Interview with cooperating teacher Interview with cooperating teacher

Findings: Assets and Liabilities ASSETS ASSETS Routine Routine Students get to work quickly and know expectations Students get to work quickly and know expectations Teacher Freedom of Movement and Interaction Teacher Freedom of Movement and Interaction I have time to walk around and interact with each student I have time to walk around and interact with each student Skill Acquisition Through Varied Learning Styles Skill Acquisition Through Varied Learning Styles Visual, Verbal, Tactile Visual, Verbal, Tactile Vocabulary and Presentation Skills Vocabulary and Presentation Skills Classroom Tone Classroom Tone Friendly, collegial, creative Friendly, collegial, creative LIABILITIES Inefficient use of Time Students finish presentations at different rates Unequal division of labor Some students manipulate others into doing their work for their them Messy Appearance Students are flopped all over the classroom Classroom Tone Not academic or structured looking

What are the Students Saying? The first time I had to get up in front of the class, I felt very stiff and awkward. Doing multiple performances throughout this unit helped me recognize my strengths and weaknesses. We respected the other groups and even commented to each other on how good we thought the other groups performances were. As I saw others continue to be enthusiastic and gutsy on stage I became more aware of the presentation of my work, and somewhat lost care for the opinions of others. As the unit progressed, I believe I somewhat came out of my shell.

One month after leaving, I return and interview my cooperating teacher about her experience taking over the class. How are the students interacting? Earlier in the year, the students seemed to feel awkward getting into groups. Now, it’s perfectly natural. They are now more likely to be excited to share. I see smiles. They have shared memories and a shared frame of reference. They make class fun, because they feel comfortable. This is a great benefit. They expect having that time to talk and check in with each other. It’s just normal: “In this class, we share.”

Implications for My Practice To mitigate social anxiety in the classroom, students need: To mitigate social anxiety in the classroom, students need: To know one another as individuals To know one another as individuals Structured, routine opportunities to display their ideas and receive feedback from classmates. Structured, routine opportunities to display their ideas and receive feedback from classmates. The teacher as a model of kindness and acceptance The teacher as a model of kindness and acceptance

Questions to Explore... What type of impact did our changed classroom environment have on student academics (i.e. grades, understanding of concepts, etc.) What type of impact did our changed classroom environment have on student academics (i.e. grades, understanding of concepts, etc.) How can I create this type of nurturing learning environment and still maintain a sense of order and discipline? How can I create this type of nurturing learning environment and still maintain a sense of order and discipline?

For A Video Of My Students Working On Their Presentations, Please Visit The Following Website. ngerwSound.mov ngerwSound.mov