Stress in Learning

2 types of stress

• “Threatening Stress”
  • A sense of pervasive threat related to a feeling of helplessness
• “Crucial Stress”
  • A sense of resolution or challenge

Downshifting in Stressful Moments

Downshifting literally means; shifting down from the Neo-cortex into the older, more automatic Limbic system.

• Distress not only interferes with health and physiological functioning, but also inhibits

Downshifting examples…

• Ego needs
• Physically or emotional violated
• Logic conflicts with prior beliefs
• A sense that an action is hurtful
• Beliefs about what is right or wrong are challenged
• Demands of unreasonable time limits
• Excessive competition
• Motivation by means of shame & guilt

• Behavioral Signs…
  • Performing repetitious or compulsive behaviors
  • Often asks if he / she is loved
  • Seems unhappy about life
  • Broods quite a bit
  • Usually expects to fail
  • Expresses suicidal thoughts or ideations

• Physical Symptoms
  • Frequent headaches
  • Pounding heart
  • Difficulty concentrating
  • Unexplained tiredness
  • Habitually picks at scabs or sores
  • Impassivity, uncontrolled eating
  • Nail-biting, hair pulling
  • Stiff neck
  • Difficulty sleeping
  • Chronic irritability
  • Forced vomiting

Signs of Emotional Stress

• Mood changes that occur quickly without reason
• Doesn't trust other people
• Weeps or cries without provocation
• Is alone most of the time
• Has few or no friends
• Is afraid of many things
• Frequently is unresponsive to surroundings
• Is sad or unhappy most of the time
• Is overly conforming
• Overtly refuses to answer questions
• Displays self-destructive behaviors
• Is easily distracted from task by ordinary classroom noises
• Becomes hysterical, upset, or angry when things do not go his or her way
• Reacts with defiance to instructions or commands
• Most of their time is taken up watching TV
• Doesn’t seem to care for fun
• Lacks spontaneity / tolerates changes poorly

Counter to Downshifts

• Outcomes should be relatively open-ended (several solutions are right not just 1 answer)‏
• Personal meaning should be maximized
• Emphasis should be on intrinsic motivation
• Tasks should have little to imposed time-limits
• Tasks should be manageable and supported
• Evidence from different fields strongly suggests that some types of learning are positively affected by relaxation and challenge and inhibited by perceived threat and fatigue.

Caine & Caine, Making Connections, 1994, p.69
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