Stress And Coping Of English Learners

Stress and Coping of English Learners addresses the many ways that ELs face academic and socioemotional stress in the K–12 school environment, the consequences of this stress at school, how they cope with this stress, and how school personnel and families can provide support and help. While enrollment in school programs offers assistance to many ELs, it often fails to provide the socioemotional support that ELs need as they navigate the rough waters of schooling. American schooling is often not prepared and/or unwilling to help ELs as they adapt to an unfamiliar language, culture, social norms, communication techniques, and teachers' expectations. Given the proper foundation and emotional support, ELs will be positioned for greater academic success, comfort at school, and a decrease in their sense of alienation in both the school environment and at home as they try to negotiate between two cultural environments.

This book outlines a comprehensive, collaborative approach to teaching students living with trauma, violence, and chronic stress that focuses on students' strengths and resiliency.

This book seeks to support and maintain teacher wellbeing, particularly for language teachers, through a variety of approaches. While acknowledging the importance of contextual factors, the book serves as a practical guide for individual teachers, helping them discover strategies for nurturing and promoting their wellbeing.

Mission Statement: This series of Works on stress and coping is centered on understanding the sources, experiences, and consequences of stress and coping in the educational arena. In formal organizations to informal experiences, those engaged in educational endeavors shape and are shaped by events and interactions that invoke salient to subtle stress and coping responses. We invite authors to submit manuscripts that present studies focused on stress and/or coping in any of the contexts, positions, peoples, and activities encompassed under the umbrella of education. Research using either qualitative or quantitative methodologies will be acceptable. The series is expected to appeal to a broad readership of scholars in the fields of education, psychology, sociology, and business who are interested in understanding the nature of stress and coping in education.

English is becoming an important language for foreign students who do not have English as their mother tongue. English as a second language is difficult to learn. Most of the learners are on their university study and are considered adult learners. The study was made to improve the English learning experience of international students whose aim is to learn the language. This book is about factors that affect the learning ability of English learners. Stress is one of the major factors in learning. There are some other factors that affect the ability to learn. Some of those factors are peer, environment, academics and teachers. This study suggests nursing interventions for teachers to enhance the learning ability of their students. This book can help other researchers to improve their studies regarding adult learning.

This book is full of creative ideas for use with children who have difficulty in coping with change, stress and normal levels of anxiety. Supported by a comprehensive but accessible theory section, the practical exercises are a simple and fun way of helping children to learn healthy stress management strategies. Deborah Plummer offers over 100 activities and games specifically aimed at helping children to build emotional resilience. With a mixture of short, snappy activities and longer guided visualizations, these exercises are suitable for use with individuals or groups, and many are appropriate for use with children with complex needs or speech and language difficulties. This unique photocopiable activity book will be an invaluable resource for parents, carers, teachers, therapists and anyone looking for creative, enjoyable ways of helping children to cope with change, stress and anxiety. It is primarily designed for use with individuals and groups of children aged 7-11, but the ideas can easily be adapted for both older and younger children and children with learning difficulties.

This book explores how Chinese students abroad may suffer stress, and how they conceptualize and adapt to stress in the American higher education environment. To do so, it adopts a mixed methods design: the sequential explanatory design, which is characterized by the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. To date, no empirical research has focused solely upon understanding the stress and coping processes of Chinese students in the United States. This book addresses that gap, enriching the body of literature on international students’ adaptation process in foreign countries.

This book helps language teachers become more aware of their teaching beliefs, attitudes, and practices. The hardback edition helps teachers explore their teaching beliefs, attitudes, and practices. It provides teachers with the kind of knowledge and guidelines that can empower them to make more informed teaching decisions. As such, teacher educators will find this a practical book to use in training courses.

Examines the stress in teaching multidisciplinary concept broad enough to include physiological, psychological, organisational and legal perspectives. The editors see stress in teaching as an interactionist concept - a complex and sometimes pracarious balance between perceived work pressures, coping strategies and stress reactions. The early chapters in the book refelct this view and make contributions to understanding the causes and costs of stress in teaching. The authors of these chapters come, collectively, to the conclusion that there is an alarmingly low level of job satisfaction in taching and that turnover intentions appear to be on the increase. This pessimistic view is challenged in later chapters by professionals working in the filed of stress management. These contributions highlight the danger of focusing stress research and management. These contributions highlight the danger of focusing stress research and management strategies on the individual rather than the organization, and report the authors' "hands on" knowledge of teacher support teams and workshop and whole-school approaches to diminishing the causes and costs of teacher stress and improving training and career development. The concluding chapters demonstrate the editors belief that useful insights for workers in the education service can be gained fromstudies of workplace stress in other occupations.

Ideal for use in teacher workshops, this book provides vital coping and problem-solving skills for managing the everyday stresses of the classroom. Specific strategies help teachers at any grade level gain awareness of the ways they respond in stressful situations and improve their overall well-being and effectiveness. Each chapter offers efficient tools for individuals, as well as group exercises. Teachers? stories are woven throughout. In a large-size format with lay-flat binding for easy photocopying, the book includes 45 self-monitoring forms, worksheets, and other handouts. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.