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  Education
"Spring Fever" creates problems for teachers and students By Ben Dawson web posted April 16, 2010 EDUCATION – The gorgeous azaleas and lilac wisterias are blooming, people are sneezing, cars are covered in a thick yellow film of pollen, and sad to say, spring break is over. Most teachers will agree that the seven weeks between the Masters and text book collection might well be the most challenging time of the academic year. "Testing Week" is right around the corner for many students, teachers are feeling pressured because they have so much to instruct and review, but young minds and bodies are already on vacation. We call it “Spring Fever.” The symptoms are a decreased interest in work, a shorter attention span, the urge to rush through projects, and the inability to talk about anything other than sports or the beach... and that’s just the teachers! Do you think you might have it too? Many students who have managed to "keep it together" academically and emotionally since the beginning of school start to "lose it" during this time. These individuals become restless, start to daydream, become easily bored with anything academic, and often experience rapid mood swings. Did you know doctors have even attributed spring fever to the phenomenon of a human’s reaction to lengthened amounts of sunlight. They say, changes during spring can readjust body chemistry, specifically the internal body clock that responds to sunlight. The level of melatonin decreases, which results in greater “wakefulness.” Serotonin levels also increase during spring which accounts for that sense of elation that makes us want to “breakaway.” So you see, it’s not our fault. Spring calls to us with its seductive allure toward lackadaisical irresponsibility. With so many succumbing to “its fever,” we may truly wonder if it is indeed contagious; no one seems to be immune. As teachers, what in the world are we to do? This is the most critical time of the year! Every bit of the knowledge we have killed ourselves to impart in the brains of our students is seeping away. As we are reviewing for the almighty PASS Test (or insert your test’s name here), we get the sick feeling that no one has heard a thing all year. Recall is nonexistent, and problem solving is out the window. Reason has been replaced with romance, and those parents that were so supportive the first nine weeks are now unreachable. The best advice I could find on the www was an article written for Faculty Resources by Jessica Hume, Director of Writing and Parent Communications at the Academy of Art University. Jessica explained, “My brother is a runner. I go to all his races. My job is to stand about 1/8th of a mile before the finish and, when he passes, scream really loud, “Go Aaron! Run faster! You can do it!’ (I have a big orange sign, too). Long story short, this is your job right now, teachers. Students are almost at the finish, and they are tempted to slow down and get distracted. Spur them on. Make sure they finish strong.” The thing I personally do to "spur" my students on is to help them see a clear picture: My speech goes something like this: " Okay guys, I know you want to be at the pool, or beach, or ball field, or just about anywhere other than stuck inside a classroom. I get it, and yes, I also find myself daydreaming about snorkeling in the Keys or reading (I name a book) while soaking up rays in Hilton Head. But, let's face the truth; there are only X-number of days before testing, and I must increase (yes, I said INCREASE) the speed at which I teach. I have so much I am responsible for teaching, you have so much you are responsible for learning, and time is closing in. If you will stick with me and give it everything you've got for the next so-many-days, it will be worth your time." At this point I assure them how well they are going to do on their test and how proud they will be when they get their scores. I explain how higher scores will translate to better classes next year (instead of being stuck in rooms with delinquents that could care less about an education.) I exaggerate just how proud their parents will be, that their future teachers will be awed by their wonderful scores, and that I will be eternally amazed at their brilliance. I also go on to promise them treats every day during testing. Yet, the single most profound thing I do to keep momentum going during this painful season has to do more with my own attitude. I become extremely positive. I over-exaggerate every praise. For example, instead of saying my normal, "Good answer," I now retort with, "Wow, that was unbelievable thinking!" Instead of telling the class they performed well at a task, I say, "You are the best class in the whole world! I am going to really miss you guys next year." In other words, when everyone around is becoming short-tempered with their lack of effort, I am bragging on them at every turn. I also become very generous. I put a piece of candy on every desk or run-off a funny bookmark for all to have. I look for ways to tell them they are special and I believe in them. By some miracle this affirming atmosphere in a class that is moving at the speed of lightening seems to make a shocking difference. When students detect a positive attitude accompanied with extra effort and hard work on my part, it translates into a mutual respect which causes them to increase their effort for me. You might be thinking, "Is it (the time, energy, expense) worth it?” My answer, "Absolutely! " © Copyright 2010
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