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“We are all creative, but by the time we are three or four years old, someone has knocked the creativity out of us. Some people shut up the kids who start to tell stories. Kids dance in their cribs, but someone will insist they sit still. By the time the creative people are ten or twelve, they want to be like everyone else.” — Maya Angelou.

We want our kids to excel in everything they do. This is partly down to the media, which has fostered the idea of celebrity kids and football leagues that encourage kids to become professional athletes at the age of eight or younger.

However, we have missed the most crucial thing in their education – and that is to build their character through everyday creative activities which encourage the formation of human connections.

Moving from kindergarten to elementary school

Consider how nervous a first grader must feel after leaving the safe kindergarten playground and entering a strange new 'grown-up' world. The playgrounds are bigger, the kids are older, they have to line up to buy their first meal at the school cafeteria. The classroom has changed too: the desks look different, the books are bigger, and there are new challenges too.

Some are thrilled to feel part of the older kids’ environment. Others, of course, are frightened and insecure. They have to understand and accept all the new rules and regulations, which now apply to them too.

High expectations from parents must be met

We also have moms, dads and caregivers worried for their little ones. They have high hopes for them. They want their children to become successful learners, multi-medal athletes, excellent readers, mathematicians or perhaps scientists…

Professor David Healy, director of the North Wales Department of Psychological Medicine, said:��“We want kids to conform to ideals based often on parental insecurities and ambitions.”

Elementary school has therefore become something resembling a battlefield, where children must thrive in spite of (and not because of) their interests. Only top grades and excellence in everything will make parents proud.

But what if a child is not successful? What if their reading skills are below average? What if their daydreaming about a trip to the moon doesn’t allow them to concentrate?

Then we have two lists of kids, the thriving kids with excellent grades and the other ones.

So how can we take the pressure off and help all kids to thrive? Here are some simple creative activities to help.

Reaching out to your students with a simple hello

When did we forget that education is about promoting playfulness, imagination, and creativity to build up confidence?

My very first and most important recommendation would be this:

Before you start a class, give yourself a moment to say��"Hello"��to each individual in your class. Take that moment to make eye contact with every student and see how they are doing that day.

Make this an important part of your routine. Then have them do the same with their classmates. You could even introduce phrases such as:

• "How was your day yesterday?"
• "How are you feeling today?"
• "What did you have for breakfast this morning?"
• "I notice you look nice today!"

You can also try another creative activity. Ask your students to say good morning to the new day and think of something they are grateful for or someone they are grateful to. For example:

• "Thank you mom, for my breakfast."
• "I am grateful because all my classmates are here."
• "Thank you moon, for your light every night."

These are just a few simple creative activities. But the most important thing to consider, if you want to introduce creativity in the classroom, is that every student needs to feel in a secure and welcoming environment, free of criticism or judgment of their ideas. If you achieve this in your classroom, you will be well on your way to exploring your students’ creativity and building new connections with them.

What are the origins of exam-day stress?

There’s no doubt about it – exams are scary. But why exactly is this? What is it about an exam scenario that stresses us out and how can we make it feel okay?

To answer these questions, we’re going to have to take a trip back in time and look at how our ancestors evolved their abstract thinking skills. At the same time, we’ll look at how mindfulness can actively help shift the way we think about exams.

About 70,000 years ago, or thereabouts, a critical development happened in how the human brain processed experiences.

Over a relatively short time (in evolutionary terms), scientists believe we stopped simply experiencing primal urges (safety/hunger/tiredness etc.) and responding to them.

Instead, we started to be able to imagine, analyze and believe in things that didn’t exist. This meant not only could our brains respond to the threat of a real predator in front of us, but also to the perceived or imagined threat of a predator. This shift had really interesting consequences for our future relationship to threat.

Developing imaginations also meant we started to believe in the same things as our peer groups. As a result, if a member of the tribe stopped behaving in a way that supported the tribe’s survival, other members might start to doubt their usefulness as a member of the community.

At this time, social isolation meant no share of the food and no protection against predators. Inclusion was directly linked to survival. Essentially the physiological consequences of not meeting societal expectations were the same as coming face-to-face with a lion: fight or flight.

Why is fight or flight mode a problem for exam performance?

Fast forward to the present day and the context of English language exams. Exams are a type of societal expectation: a standard of language proficiency which a student is required to meet to prove their usefulness in a community who speaks that language.

Thinking about it this way, it’s no wonder we can experience stress and panic at the thought of an exam or in the exam room itself. In evolutionary terms, an exam = a lion or the possibility of social exclusion!

Fight or flight mode is designed to help us overcome or escape danger as quickly as possible.

When fight or flight is activated, our brain shuts down the bodily functions it doesn’t need to survive. This includes digestion, language creation, creative and strategic thinking, writing, and deeper breathing.

Unfortunately, some of these are key to performing well in a language exam!

that, especially in an exam course context, “extremely high stress levels[…] can affect your cognition, negatively impacting your memory and ability to complete a task. Over time, chronically high stress levels can also impair your ability to form new memories, so high stress levels all semester long could impact your final exam performance later.”

This means that high stress levels in the exam make it hard to perform at one’s best, and stress in anticipation of the exam can mean that the content is not learned properly in the first place.

What can teachers do to help?

Ultimately, we want to make the exam scenario seem safe. When our mind and body do not perceive danger, they will allow the ‘rest and digest’ functions to become active and allow our performance to flow.

There will of course be some nerves. But the key is to help the student stay in that sweet spot of clear thinking before the stress takes over and turns into panic.

Here are three ways we can help:

1. Practice mindful breathing

Practice some simple mindful breathing with your students. Mindfulness refers to the awareness that we find by focusing consciously on the present moment, objectively, with compassion and without judgment.

It takes us back into the physical reality of the present moment and out of anxious thought cycles, which can make our stress spiral out of control. Practicing regularly ahead of the exam will help build up neural connections in the brain around the areas that help us relax and .

The following straightforward routine can be used both regularly at the start of class and by the student in the exam itself if they feel panic rising:

• STOP: Close your eyes. Take a moment to notice the physical sensation of the chair beneath you and the floor underneath your feet. Notice the sounds around you in the room and allow them simply to flow in and out without needing to follow them.
• BREATHE: Focus your attention gently on your breath going in and out of your nose at the tip of the nostrils. Count ten breaths in and out, seeing if you can notice something new about each one. If you feel panicky, allow the breath out to continue a little longer than the breath in.
• WATCH: Become aware of your thoughts and allow them to simply come and go, like clouds across the sky. Notice if you are holding on to something from the past or striving towards something in the future. Allow these to simply release and take your attention back to the breath in the present moment. Count another ten breaths. Then open your eyes and come back into the room.

2. Familiarize your students with the exam scenario

Make the exam scenario as familiar as possible in advance. Anything you can do to make the exam conditions appear less threatening ahead of exam day will be of great benefit.

This may be as simple as making conditions surrounding regular progress assessments as close to the main exam as possible, so it is less strange on the day. If you have control over the exam day itself, make this as low pressure as possible.

3. Help students develop a growth mindset

Foster a growth mindset with your students by using the word ‘yet’ with them. Encourage them to replace ‘I can’t do it’ with ‘I can’t do it yet’. This simple word takes them out of comparison mode with where they think they should be in terms of language ability and helps them stay focused on where they are, reducing self-pressure.

All of the above strategies are designed to take away the threat of a lion in the exam room when the day comes.

Wishing your students all the very best for their exam preparation and good luck!

As you work to improve your English skills, it’s always helpful to have some tricks and tips to help you stay motivated. With that in mind, we’ve collated these eight simple tips from fellow English language learners, to help you on your quest…

1. Set yourself small goals

Learning English is a long process, and it may take years to progress from one level to the next. That’s why it’s important to set yourself achievable goals. At ����app, we work with thousands of English teachers worldwide to define what it means to ‘be at a level’ in English.��

2. Create a study schedule

Ensure this schedule works around your daily responsibilities and make sure to keep it simple! Try breaking up your English language learning over the course of an entire day, which may make it feel more manageable.

3. Practice a little bit every day

Even if it’s listening to an English podcast during your commute or practicing your favorite words while having breakfast, every little bit of practice helps!

4. Discover what type of learner you are

Auditory, visual, or tactile. Use this as a basis for how you spend time studying. For instance, a visual learner may benefit from flashcards (see point 7), while an auditory learner may benefit from watching a television program in English.

5. Turn on music in English

Rhythms and rhymes have been found to stimulate the brain and improve learning. Our research found that music can be an invaluable tool when learning English, as it helps with pronunciation, word boundaries and vocabulary.

6. Watch movies with English dialogue

Movies are a great source of native conversation and vocabulary. Plus, the visual nature of film allows you to experience nonverbal context too — such as facial expressions and hand gestures — accompanying and contextualizing the film’s dialogue. Above all, watching a movie is a fun and motivational way to develop English language skills.

7. Learn new vocabulary with flashcards

While this may be the oldest studying trick in the book, students around the world use flashcards because they work!

8. Track your progress

To gain a sense of accomplishment, it’s important to know where you’ve started. We’ve just introduced a new way to measure progress in English. Have a look at it to quickly discover what your areas of strength and weakness are.

Finally, it’s important to remember that not every learning trick will work for you. So, if you find that chatting with fluent English speakers helps you progress faster but you’re not always able to converse with them face-to-face, spend more of your time communicating online with your English-speaking friends and contacts.