Stressing the Point

Let's face it, stress is an integral part of the higher education experience. Tests, deadlines, papers, work, and grades are all part of what college is about. The trick is how do we assist students in using the stress inherent in the university environment in productive ways. We, as experts on the academic community, can have a great influence on how students perceive and experience this stress.

This topic of stress management is especially salient now that the end of the semester is racing towards us yet again. Thanksgiving break is almost upon us; and we have likely forgotten the impact it has on the fall semester: We will again be looking high and low for that week we seem to be missing. With this in mind, the following are some suggestions on how teaching beliefs can influence how we and our students handle stress, as well as, some useful tips on how to better manage stress and be proactive in our approach when dealing with students. Our goal should be to maximize the beneficial aspects of stress while minimizing the negative consequences of some stress related behaviors.

The object of education is to prepare the young to educate themselves throughout their lives.
~Robert Maynard Hutchins~

Beliefs that can affect students negatively

"A hard class means a better class."

"Hard" is not synonymous with the quality of the class. Often times there are more productive and meaningful ways to get similar information across to students. This may mean more prep work for you, when it would be easier to just pile more work onto the students. Still give students the twenty page paper but break it up and allow for progressive review. Have high expectations but balance these with compassion.

"If I had to do it, so should my students."

Teaching is not about retaliation for past crimes of our unprepared educators. Hazing is not productive and leads to conflict rather than stronger student cohesion. Even the AMA is reviewing its residency training. Surviving doesn't always make us stronger. Critically examine your own education; use those methods that helped and lose those that hindered.

"My students should see my class as more important than other classes they have."

Students do have other classes. We should view our class as important but not expect our students to "forsake all others." Remember, students will need about four times as much time to complete an assignment as the teacher needs. Give your students the same credit you give yourself by splitting your time between activities.

"It is 'ME' against 'THEM.'"

Students are not the enemy. Learning is best accomplished in an environment of mutual interest. It is "US" against the material. Instead of "here is your assignment," it is better to communicate a message such as "this is how we are going to accomplish our goal." If you treat the classroom as a competition then someone has to be considered the loser. Create levels of success rather than winning and losing.

"Incompletes are never acceptable."

Sometimes there are reason for which students need to have extensions. These should be used judiciously and be well defined. Just because a student missed one part of your class doesn't mean they need an entire semester to make it up. Be willing to allow for special circumstance but don't enable procrastination.

Beliefs that can affect students positively

"Deadlines are important in helping students with their stress."

Deadlines are essential for minimizing stress. Limits allow us to plan and prioritize. If students know a deadline is flexible it makes beginning an assignment much more difficult. Just imagine if taxes were due around April 15th. For the best effect deadlines should be clear and consistent.

"We should be concerned for students well-being."

Students are important and should be to us. This means expressing these concerns by warning them of potential pitfalls and areas of concern. We know what areas past students have struggled with. Why not share these? How many students swear they will work on that paper over Thanksgiving break while at home for the first time since August? If others in a student's life show concern for them it makes it acceptable for them to care for themselves.

"Fairness means equity not equality."

Fairness is an interesting concept which is based on the idea of equity not equality. Some situations and students should be treated differently. For example a family death is usually accepted as an excuse whereas casual oversleeping is not. Students understand when you respond with equitable treatment. Allow yourself to consider needs of students versus desires.

"Students are responsible for learning."

It is important in our attempt to educate students not to enable our students by lowering our appropriate expectations. Students are responsible for doing their work even given their busy lives. Believing in them and supporting their efforts can be helpful in lowering stress during this process. Setting our expectations based on a student's situation will permit them to do the same. A student working 20 hours a week and taking 18 hours of course work should allow themselves to accept a "B". Students have real choices to make and we should support them in their efforts to make them, even if we don't always agree. Don't assume your students' priorities are the same as your own.

Tips for Maximizing Positive Student Stress

  1. Be concerned for students' welfare.
  2. Don't waiver on deadlines or assignments.
  3. Utilize homework.
  4. Promote healthy habits.
  5. Break material/papers into less overwhelming assignments.
  6. Stick to syllabi and other student contracts.
  7. Don't make students pay for falling behind in teaching.
  8. Study guides can improve retention.
  9. Discuss extra credit and curves beforehand.
  10. Give clear feedback often.

Final Thoughts

We are not going to eliminate stress in the University environment but students, with our assistance, can be proactive in their attempts to manage it to their benefit. The way in which classes are taught and students are treated can have an far reaching impact on how effectively students learn to educate themselves.

This Teaching Tip was contributed by Shawn Stewart from the Student Counseling Center on November 22, 1999.