As students gear up for state reading tests, the goal of reaching grade-level proficiency looms large. While 95% of students are theoretically capable, many fall short of this mark. Comprehension tests, crucial in assessing understanding and analytical skills, often reveal a gap in students’ abilities to sustain focus and mental effort.
Building stamina for these assessments requires more than just content mastery; it necessitates the development of resilience and emotional intelligence to perform optimally. In this article, we delve into strategies aimed at enhancing both stamina and emotional intelligence to help students excel in comprehension tests.
Why are comprehension tests important?
Comprehension tests serve as pivotal benchmarks, gauging not only students’ grasp of academic material, but also their capacity to engage with and synthesize information effectively.
Yet, for many diverse learners in the classroom, the challenge lies not in understanding the content itself, but in maintaining focus and mental stamina throughout the test-taking process. This is where the integration of strategies to build both physical and mental endurance, alongside the cultivation of emotional intelligence, becomes paramount.
By addressing these multifaceted aspects of student preparedness, educators can equip their students with the tools necessary to navigate comprehension tests with confidence and success. Through a comprehensive approach that considers the interplay between academic, physical, socio-emotional factors, and building a positive classroom culture, we aim to empower students to reach their full potential in comprehension assessments and beyond.
Why is it important to observe student behavior during tests?
Paying attention to student behavior during tests provides insight into their mental and emotional states, which is essential for effective behavior assessment. Take Ayliaa, a fourth grader reading at a kindergarten level, as an example. Her struggles during testing—avoiding tasks, asking for breaks, and eventually falling asleep—highlight the need for targeted support and stamina-building strategies.
Case study: Ayliaa, a fourth grader reading at a kindergarten level
Ayliaa sits motionless at her desk, staring at her computer screen. She is taking the practice fourth-grade reading assessment. She looks up at the clock for a minute. Then she looks at her computer screen. She scrolls up and down. The teacher notices her actions and asks if she needs anything. Ayliaa says no.
The teacher encourages her to begin. Ayliaa begins to read. From time to time, she jots down notes on her paper, then returns to the computer screen. After about 30 minutes, she puts her head down on her desk. Then, she asks to go to the bathroom. After about 15 minutes, she returns to the room. She begins to work, takes notes, and read. Finally, she puts her head on her desk and closes her eyes. She sleeps until she is awakened to go to lunch.
How to help students overcome negative thinking
Becoming familiar with the different types of cognitive behaviors is crucial for elementary school students as they navigate their academic and social worlds. Cognitive distortions, or patterns of thinking that can lead to negative emotions and behaviors can affect how young learners perceive themselves and their experiences.
By introducing elementary students to these cognitive distortions, educators can empower them with the knowledge and skills to recognize and address unhelpful thinking patterns. Judith S. Beck (2011), in her seminal work Cognitive Behavior Therapy: Basics and Beyond, identifies various types of cognitive distortions such as black-and-white thinking, catastrophizing, and overgeneralization. Understanding these distortions can help educators tailor strategies to foster more accurate and positive thinking habits in students in grades K–6, ultimately contributing to a healthier classroom culture.
Types of cognitive distortions in education
Some of Beck’s insights, as well as her practical strategies for educators to support students in challenging and reframing distorted thoughts, are as follows:
- All-or-nothing thinking (black-and-white thinking): Seeing things in absolute terms, with no middle ground. For example, believing that if you’re not perfect, you’re a failure.
- Overgeneralization: Drawing broad conclusions based on limited evidence. For instance, assuming that one negative experience means that similar situations will always end badly.
- Catastrophizing (magnification or minimization): Exaggerating the importance of negative events or outcomes, or minimizing the significance of positive ones. This can involve imagining the worst-case scenario and dwelling on it excessively.
Recognizing these cognitive distortions can help individuals challenge and reframe their thoughts more effectively, leading to more balanced and accurate perceptions of themselves and the world around them.
Use this powerful checklist that will transform test-taking
By using the cognitive distortion checklist with students to recognize and challenge distorted thoughts, you can cultivate a more resilient and adaptive mindset for test-taking, ultimately enhancing performance and well-being.
- Step 1: identify distortions: Before the test, familiarize yourself with common cognitive distortions such as all-or-nothing thinking, catastrophizing, and labeling. Use a cognitive distortion checklist to recognize any distorted thoughts or beliefs you may have about the upcoming test.
- Step 2: challenge distortions: When you notice distorted thoughts or beliefs related to the test (e.g., “I always fail at tests.” “If I don’t get a perfect score, it’s a disaster.”), challenge them by asking yourself questions such as:
- What evidence supports or contradicts this thought?
- Am I using extreme language (e.g., always, never)?
- What’s the worst that could realistically happen, and how likely is it?
- Step 3: replace with rational thoughts: Replace distorted thoughts with more balanced and rational ones. For example, instead of saying “I always fail at tests,” try “I’ve had successes and setbacks in the past, and I can learn from both.” Instead of saying “If I don’t get a perfect score, it’s a disaster,” try “While I aim to do my best, getting less than perfect doesn’t define my worth.”
- Step 4: practice positive self-talk: Incorporate positive affirmations and self-encouragement into your test-taking mindset. Remind yourself of your strengths, past successes, and the effort you’ve put into preparing for the test. This can help counteract negative self-talk and boost confidence.
Proven strategies to build stamina and emotional intelligence in students
The article by Garcia (2020) suggests various strategies and techniques for enhancing concentration and focus in early childhood education by building stamina. It provides practical insights and recommendations for educators and practitioners to support young learners in developing the ability to sustain attention and engagement in academic tasks and activities. Some of those strategies are included in this list.
Academic stamina:
- Start with short tasks (five to 10 minutes) and gradually increase the duration.
- Use structured breaks to maintain focus.
- Choose topics that engage students’ interests to keep them motivated.
Physical stamina:
- Incorporate active breaks to help students release energy and refocus.
- Encourage outdoor activities to promote emotional well-being.
5 emotional strategies to help your students focus on tests
The article by Saracaloglu and Tekkaya (2019) investigates the relationship between emotional intelligence and reading comprehension, with a focus on the mediating role of metacognitive awareness. The study aims to explore how emotional intelligence influences students’ abilities to comprehend texts, and whether this relationship is mediated by their awareness of their own cognitive processes while reading.
The findings suggest that emotional intelligence plays a significant role in reading comprehension, and this relationship is partially mediated by metacognitive awareness. In other words, students with higher emotional intelligence are more likely to demonstrate better reading comprehension skills, partly because they possess greater metacognitive awareness, which enables them to monitor and regulate their cognitive processes during reading.
Some effective emotional strategies for test success include:
- Mindfulness and relaxation techniques: Teach students simple mindfulness exercises, deep breathing techniques, or progressive muscle relaxation to help them calm their nerves and stay focused during test-taking.
- Positive self-talk: Encourage students to practice positive self-talk by replacing negative thoughts with affirming statements. Teach them to challenge self-doubt and replace it with confidence-building phrases such as “I can do this” or “I am prepared.”
- Visualizations and imagery: Guide students through visualization exercises where they imagine themselves feeling calm, confident, and successful during the test. Visualizing positive outcomes can help reduce test anxiety and enhance performance.
- Goal setting: Help students set realistic goals for their performance on comprehension tests. Break down large goals into manageable steps, and celebrate progress along the way to boost motivation and confidence.
- Stress management: Teach students effective stress management techniques, such as time management, prioritization, and organization. Provide tools and resources to help them plan and prepare for tests in advance, reducing last-minute stressors.
Case study revisited: Ayliaa’s path to success
Returning to Ayliaa’s case, her initial challenges with test-taking were rooted in both her lack of academic stamina and emotional overwhelm. By applying the strategies discussed—such as gradually building her focus, using structured breaks, and addressing her cognitive distortions—Ayliaa could slowly gain confidence and increase her stamina over time.
Through mindfulness exercises and positive self-talk, she will begin to manage her anxiety and shift her mindset from fear to resilience. Emotional intelligence and stamina-building strategies can make a profound difference, even for students who initially struggle.
Post-test reflection and growth
After the test, facilitate a reflective discussion where students can share their experiences, challenges, and successes. Encourage them to identify strategies that worked well and areas for improvement, promoting continuous learning and growth.
By implementing these emotional strategies, educators can empower diverse learners in the classroom to manage test anxiety, build resilience, and perform their best on comprehension tests. Supporting students’ emotional well-being not only enhances their academic success but also promotes lifelong skills for managing stress and adversity.
About the educator
Dr. Gwendolyn Battle Lavert is an internationally recognized literacy specialist. She has been an educator since 1974 and has experience as a teacher, district literacy specialist, and district administrator in a variety of school settings.
References:
Beck, J. S. (2011). Cognitive Behavior Therapy: Basics and Beyond (2nd ed.). Guilford Press.
Cain, K., & Oakhill, J. (2019). Reading comprehension development and difficulties: An overview. In M. Snowling & C. Hulme (Eds.), The Science of Reading: A Handbook. John Wiley & Sons.
Garcia, R. (2020). Building Stamina in Early Childhood Education: Strategies and Techniques for Enhancing Concentration and Focus. Corwin
Hofmann, S. G., & Asmundson, G. J. (Eds.). (2020). The Science of Cognitive Behavioral Therapy. Academic Press.
Leahy, R. L., Holland, S. J., & McGinn, L. K. (2021). Treatment Plans and Interventions for Depression and Anxiety Disorders. The Guilford Press.
Lewis, J. M. (2018). The Stamina Based Classroom: Building Academic Stamina in Your Classroom. Rowman & Littlefield Publishers.
Saracaloglu, A. S., & Tekkaya, C. (2019). “The Role of Emotional Intelligence in Reading Comprehension: The Mediating Role of Metacognitive Awareness.” European Journal of Educational Research, 18(1), 79-92
