1. Mathematics Professor Emerita
Models for Managing
Academic Anxiety
Cheryl Ooten, Ph.D.
Mathematics Professor Emerita
Santa Ana College

2. **Time Out**
Have student mind map® to engage & learn a great study strategy.
Main Focus: Managing Academic Anxiety
Six Models

3. Note-taking/Note-making Tool organize learn plan recall create
What is a “mind map”?
Note-taking/Note-making Tool
Helps :
organize learn plan recall create

4. note-taking/note-making Tool to: Organize what we know
A mind map is a
note-taking/note-making Tool to:
Organize what we know
Learn new material
Plan papers/projects
Review/recall for testing
Capture creative ideas

5. Why use mind maps?
Simulates brain processes with connections & associations.

6. Why use mind maps? Organizes info & helps recall.
Makes solid brain connections more quickly

7. Tony Buzan’s The Mind Map Book—
photographs of mind maps & examples of “Great Brain” notes

8. How do you do it? Focus in center (key words or symbols)
b. Branches for main ideas
c. Add detail: subheadings, connections, symbols, color

9. Ref: Buzan, pp 170 & 261

10. Example: Chemistry Overview
Ref: Santa Ana College Chemistry Department

11. Example: Fraction Memory Aid
Ref: Ooten

12. Example: Stats Course Overview
Ref: Ooten

13. Example: Calculus Teaching Map
Ref: Ooten

14. Ref: Professor Leah Griffith, Rio Hondo College
Example: Teacher-Made Map Using Computer Mind Mapping Software to Write an Exam
Ref: Professor Leah Griffith, Rio Hondo College

15. MESA students mind mapping test-taking strategies.

18. Photos of students mindmapping

20. Maps after Lecture—all different

21. Maps after Lecture—all different

22. This student plans to revise her map & add color later.

28. note-taking/note-making Tool to: Organize what we know
A mind map is a
note-taking/note-making Tool to:
Organize what we know
Learn new material
Plan papers/projects
Review/recall for testing
Capture creative ideas

29. Mathematics Professor Emerita
Models for Managing
Academic Anxiety
Cheryl Ooten, Ph.D.
Mathematics Professor Emerita
Santa Ana College

30. The Foundation— Make certain students have:
1.A thorough teacher who believes students can learn
2.The prerequisite skills for the course
3.The materials (book, handouts,…)
4.Time to do the work

31. II. The Other Foundation—
6 models from psychology to help students overcome academic/classroom anxiety.

32. Six Models for Managing Academic Anxiety

33. Six Models for Managing Academic Anxiety

34. “Anxiety” comes from being
Model #1—
Source of anxiety
“Anxiety”
comes from being
required to stay in an uncomfortable situation where we believe (think)
we have no control.

35. What are Symptoms of Academic/Classroom Anxiety?

36. Symptoms of Academic Anxiety:
Beyond fear:
Tension
Brain-freeze
Anger
Sadness
Stomachaches
Giving up
Boredom
Fatigue
Helplessness
Lack of discipline
Resistance
etc.

37. Human experience combines:
Model #2 Cognitive
Psychotherapeutic Model
Human experience combines:
1. Thoughts
2. Emotions
3. Behaviors
4. Body Sensations
(Ref: Greenberger et al.)

38. Human experience combines:
Model #2 Cognitive
Psychotherapeutic Model
Human experience combines:
1. Thoughts
2. Emotions
3. Behaviors
4. Body Sensations
These are influenced by our environment.

39. environment
THOUGHTS
EMOTIONS
BEHAVIORS
BODY SENSATIONS

40. THOUGHTS
EMOTIONS
BEHAVIORS
BODY SENSATIONS

41. THOUGHTS
EMOTIONS
BEHAVIORS
BODY SENSATIONS

42. I am helpless. I am bored. My brain is frozen. Fear Anger Sadness
Lack of discipline I give up I resist.
Stomachaches Tension Fatigue

43. What we think & do matters! to manage academic anxiety.
Take charge of
Thoughts (beliefs) &
Behaviors
to manage academic anxiety.

44. Take charge of
Academic thoughts:
a) Reframe negative thoughts
b) …
Academic behaviors:
c) …
d) …

45. a) Take charge of thoughts by reframing negative thoughts:
Reframing can change our experience.
Model #3—Reframing
What is a reframe?

46. I can’t do math. THOUGHTS EMOTIONS I am frightened by math. BEHAVIORS
I avoid numbers.
I don’t practice math.
I judge my work.
BODY SENSATIONS
My stomach tenses
when I see numbers.

47. Curiosity about what else I can learn Joy with skills I have
EMOTIONS
Relief
Curiosity about what else I can learn
Joy with skills I have
THOUGHTS
I can do some math.
I can learn more.
I don’t need to get it all right now.
BEHAVIORS
Take a deep breath.
Write problem & a possible solution.
Get help if I need it.
BODY SENSATIONS
Relax
Become calm
Heart rate slows

48. I have a headache or tension when asked to write.
THOUGHTS
I can’t write.
EMOTIONS
Fear, Depression
Envy
BEHAVIORS
I won’t write.
I will judge my writing.
BODY SENSATIONS
I have a headache or tension when asked to write.

49. Curiosity about what I could write Joy with skills I have
EMOTIONS
Relief
Curiosity about what I could write
Joy with skills I have
THOUGHTS
My first draft does not have to be perfect.
I can go to the writing center for editing.
BEHAVIORS
Mind map my ideas.
Just write and read aloud and edit later.
Use an editor.
BODY SENSATIONS
Relax
Become calm
Heart rate slows

50. a re-statement of a thought placing the situation in a new frame that:
A reframe is
a re-statement of a thought placing the situation in a new frame that:
Interprets the situation in a new way
Alters our perspective
iii) Is as logical & true as the original thought