Coping with Test Anxiety
Understanding test anxiety
Test anxiety is more than just feeling nervous before or during tests. It is a psychological state marked by intense stress, fear, and apprehension experienced by individuals in anticipation of or during tests or evaluations. Some common causes of test anxiety include fear of failure, perfectionism, past negative experiences, lack of confidence, and pressure from others. Left unaddressed, test anxiety can have a significant impact on academic performance and general well-being.
Symptoms of test anxiety can vary from person to person but there are several common indicators across various domains. Physically, individuals may experience increased heart beats, shortness of breathing, trembling, stomach upset, and muscle tension. Cognitive symptoms can include negative thinking patterns such as excessive self-criticism and unrealistic expectations, difficulty concentrating, and heightened focus on failure. Emotionally, test anxiety may lead to feelings of fear, irritability, self-doubt, or excessive worry about performance or outcome. Behaviorally, individuals might engage in procrastination, withdrawing from social interactions, or seek excessive reassurance. Being aware of these symptoms is crucial in identifying and addressing test anxiety effectively.
Strategies to reduce test anxiety
There are various strategies you can employ before, during, and after an exam to mitigate test anxiety.
Consider trying these strategies to build confidence before an exam. First, become familiar with the test format and style of questions that you will be asked. Old practice tests are great for this! Next, schedule study time out over several weeks – do not try to cram a day or two beforehand. In fact, the day before an exam should be time for review, not initial learning. Self-test by summarizing the gist, recalling specific details, making comparisons, etc. Rework difficult problems and ask for help early if you get stuck. Lastly, if you can teach the material to someone else, you can be confident that you have learned it.
You can also prepare your body physiologically for an exam. Getting a good night’s sleep the night before and exercising on the day of the exam might help. Avoid drinking too much caffeine beforehand. And, finally, try meditating or listening to music to calm your nerves.
If being around other test takers makes you anxious, here are some more ideas to try. Don’t arrive at the testing site too early and avoid small talk with classmates who may also be nervous. Hearing other students stress out about the exam could add to your own anxiety. Try to sit alone or near the front, so you aren’t distracted by what other students may or may not be doing.
During the test, try one or more of the following strategies. Start with easier questions to build confidence before tackling more challenging ones. Visualize a friend or another supportive person being there with you. Use realistic self-talk (e.g., “this one test doesn’t define me as a learner” rather than negative self-talk (e.g., “I’m going to fail this test and this class”). Sensational grounding techniques, like focusing on senses in the present moment, Progressive Muscle Relaxation exercises, which involve tensing and then relaxing different muscle groups, and using fidget toys can all be helpful strategies for managing anxiety. They aim to reduce stress and promote relaxation by diverting attention away from anxious thoughts and sensations.
Immediately after a test, try to put it out of your mind and do something completely different to recharge. When the test is graded and returned to you, use this as an opportunity to reflect on your use of study strategies. What study strategies helped you get questions right? Why did you get some questions wrong? At the Weingarten Center, we call this process exam analysis and we would be happy to guide you through the process during a learning consultation.
Resources at Penn
To discuss your approach to studying for exams, schedule a Learning Consultation at the Weingarten Center:
- Attend a study strategy workshop through the Weingarten Center to learn about a variety of study and time management strategies.
- For content specific tutoring, attend drop-in sessions for popular math and chemistry courses or register with Tutoring at the Weingarten Center to be matched with a regular tutor. (Note: tutoring services are for undergraduate students only.)
- If you think you may have an underlying condition that interferes with your ability to study or focus during an exam, meet with Disability Services at the Weingarten Center to determine your options. You may be eligible for academic accommodations, such as extra time to take the exam or access to a distraction reduced alternative testing location.
- Check out Wellness resources on Mindfulness Workshop and Self-Care tools.
- Whether you are facing clinical anxiety or looking for guidance to manage anxious emotions, Student Health and Counseling is here to support you. Our services include individual therapy and medication treatment, are tailored to help you on your path to wellness.
Co-Written by:
Julianne Reynolds, Associate Director and Learning Specialist for International Students, Weingarten Center
Mia Tian, International Specialist and Staff Therapist, Student Health and Counseling
How to Create a Structured Schedule: Strategies for College Students with ADHD
For college students with ADHD, managing time effectively and staying focused can be particularly challenging. However, creating a structured schedule tailored to your unique needs can make a significant difference. Developing a daily routine that includes set times for classes, study sessions, meals, and breaks can help improve focus and time management. Here’s how you can create an effective structured schedule that works for you.
1. Establish a Basic Framework
Start by outlining your daily commitments. List out all the essential activities, including classes, study sessions, meals, and breaks. This basic framework will serve as the foundation for your schedule. Keeping it simple and clear can prevent overwhelm.
Example:
Morning (7:00 AM – 9:00 AM): Wake up, breakfast, and prepare for the day
Mid-Morning (9:00 AM – 12:00 PM): Classes
Lunch Break (12:00 PM – 1:00 PM): Lunch and a short rest
Afternoon (1:00 PM – 4:00 PM): Study sessions
Evening (4:00 PM – 6:00 PM): Exercise, club or hobby time
Dinner (6:00 PM – 7:00 PM): Dinner and unwind
Night (7:00 PM – 10:00 PM): Relaxation, light study, and bedtime routine
2. Use Visual Aids
Visual aids can be extremely helpful for students with ADHD. Use planners, calendars, or scheduling apps to visually organize your time. Color-coding different activities can make your schedule more engaging and easier to follow.
Example:
Classes: Blue
Study Sessions: Green
Meals and Breaks: Yellow
Physical Activity: Red
3. Break Tasks into Smaller Chunks
Large tasks can be daunting, leading to procrastination. Break down your study sessions and assignments into smaller, manageable chunks. This makes tasks seem less overwhelming and helps maintain focus.
Example:
If you have a research paper due:
Day 1: Research and gather sources
Day 2: Outline the paper
Day 3: Write the introduction and first section
Day 4: Write the second section
Day 5: Write the conclusion and edit
4. Incorporate Frequent Breaks
For students with ADHD, frequent short breaks are essential to maintain focus and productivity. Use techniques like the Pomodoro Technique, which involves working for 25 minutes and then taking a 5-minute break.
Example:
– 1:00 PM – 1:25 PM: Focused study session
– 1:25 PM – 1:30 PM: Short break
– 1:30 PM – 1:55 PM: Focused study session
– 1:55 PM – 2:00 PM: Short break
5. Create a Distraction-Free Environment
Minimize distractions by creating a dedicated study space. Use noise-canceling headphones, keep your study area organized, and limit access to distracting websites and apps during study sessions.
Example:
– Study Space: Desk with minimal clutter, comfortable chair, and necessary study materials
– Tools: Noise-canceling headphones, website blockers like StayFocused
6. Schedule Regular Physical Activity
Physical activity can help manage ADHD symptoms by reducing hyperactivity and improving concentration. Include regular exercise in your daily routine to enhance overall well-being.
Example:
Afternoon (4:00 PM – 5:00 PM): Go for a run, attend a workout class, or play a favorite sport
7. Use Reminders and Alarms
Set reminders and alarms to help you stay on track. These can prompt you to start or switch tasks, ensuring you follow your schedule and don’t lose track of time.
Example:
Alarms: Set alarms for the start of each class, study session, and break
8. Regularly Review and Adjust Your Schedule
ADHD can make it difficult to stick to a rigid routine, so it’s important to regularly review and adjust your schedule. Identify what’s working and what isn’t, and make necessary changes to better suit your needs.
Example:
Weekly Review (Sunday Evening): Reflect on the past week’s productivity, identify areas for improvement, and adjust the upcoming week’s schedule accordingly.
Conclusion
For college students with ADHD, creating a structured schedule can significantly enhance focus and time management. By developing a daily routine that includes set times for classes, study sessions, meals, and breaks, and incorporating strategies tailored to ADHD, you can create a balanced and productive day. Remember, consistency is key, but don’t forget to allow for flexibility and regular reviews to keep your schedule effective and manageable. Start today, and experience the positive impact of a well-structured schedule on your academic and personal life!
Written by Jordan Yanoshik, Associate Director and Learning Specialist for Students with Disabilities, Weingarten Center
Overview of the Center for Accommodated Testing
The Weingarten Center for Accommodated Testing is a welcoming and supportive space dedicated to providing students with the resources and support they need to succeed academically. Located in the Holman BioTech Commons on the Blue Basement Level, at 3610 Hamilton Walk, Philadelphia, PA 19104, the center offers a distraction-reduced environment designed to support students requiring extra time and other accommodations during exams. Students with approved testing accommodations may take their exam at the Center for Accommodated Testing by scheduling online (through the MyWeingartenCenter portal) at least eight (8) days in advance. Any questions about Weingarten’s Center for Accommodated Testing can be sent to sds-test@vpul.upenn.edu.
How Students Are Supported
Distraction-Reduced Space: The center provides a quiet and controlled environment to minimize distractions, allowing students to focus better during their exams.
Extended Time: Students eligible for extra time on exams can use this accommodation to complete their tests without feeling rushed.
Access to Technology: The Center for Accommodated Testing is equipped with various technological tools and resources to support students’ specific needs, including assistive technology such as text-to-speech, dictation, and ZoomText.
Individualized Support: The Accommodation Specialists at the center are trained to provide personalized assistance, ensuring each student’s unique accommodations are met.
Common Questions
Q: How do I schedule an exam at the Weingarten Center? A: You can schedule your exam by logging on to MyWeingartenPortal. There are helpful tutorials on how to schedule exams on the Weingarten Center website. Please email sds-test@vpul.upenn.edu if you are having problems scheduling your exam.
Q: How far in advance do I need to schedule an exam through the Weingarten Center? A: Students must schedule their exam at least eight (8) days prior. However, we encourage students to schedule their exams as soon as possible. If a student tries to register less than eight (8) days in advance, the Center for Accommodated Testing cannot guarantee that your request will be approved.
Q: What should I bring on the day of the exam? A: Bring any approved materials, such as notes or calculators, and a form of identification. Snacks and drinks are also allowed. However, please try to be mindful of the other students’ testing and refrain from bringing food and beverages that could cause distraction (e.g. foods with a strong smell and/or noisy wrappers).
Q: Can I use my own laptop for exams? A: The center provides access to necessary technology including computers with lockdown browsers. If you require specific software or settings, please inform the staff in advance. Students may use their personal devices if permitted and approved by the course professor and the Accommodation Specialists.
Q: What if I need to reschedule my exam? A: Contact the center as soon as possible to discuss rescheduling options. Send an email to sds-test@vpul.upenn.edu that includes course information and staff will work with you to find a suitable time.
The Weingarten Center for Accommodated Testing is committed to creating an inclusive and supportive environment for all students, ensuring that everyone can perform their best.
Written by Emily Trott, Assistive Technology Specialist, Weingarten Center
Communicating with Faculty About Your Accommodations
After you are approved for accommodations by your Weingarten Center Disability Specialist, you submit a semester request for accommodation letters to be sent to your professors. Through the MyWeingartenCenter portal, you initiate the process to have the letters sent to your professors, a confidential way for professors to receive your letters. Each semester you are prompted to select which courses you will need to use accommodations. This gives you agency in the process and protects your right to privacy; you get to choose which professors should be notified that you require accommodations for the semester.
After you handle this step, you are strongly encouraged to meet with your professors during office hours to discuss how the accommodations will be implemented. You might want to set up an appointment with the professor to ensure that the conversation is in private and you have time to discuss the accommodations. These conversations can be crucial in helping both you and faculty members navigate the semester together successfully. Let’s say that you are a student with limited mobility in a class where the faculty member frequently asks students to move around to get into groups or stand during lab activities. A conversation about this can help the faculty member proactively accommodate your needs when preparing course materials, activities, and assessments. It is important to remember that the conversation focuses on the implementation of your approved accommodations, not your medical condition or disability. Discuss what your accommodation entails. You should carefully read the course syllabi and consider what elements of the course might be a challenge. Be open to the faculty having creative ways of handling some accommodations, especially those that may not be common in their courses. However, you should always be honest about what will and will not be helpful.
Having these conversations can be challenging, so it is important to remember that your Disability Specialist will be an invaluable resource for you. If you need help preparing for a conversation with a faculty member, already had a conversation and are feeling uncertain about it, or simply do not feel comfortable getting the conversation started, your assigned Disability Specialist is available to guide you through the process. In some cases, they may speak to faculty on your behalf, especially if the nature of the accommodation is new to the instructor or if the conversation is tricky to navigate. The Weingarten Center staff always wants to make sure that students and faculty have the necessary information and guidance for successful implementation of accommodations.
Written by Simmee Myers Abiko, Director of Instructional Design for Integrated Care, Weingarten Center and Jane Holahan, Executive Director, Weingarten Center
Your Accommodations Have Been Approved: What Happens Next?
Once your disability specialist has approved your accommodations, follow these steps to ensure that your accommodations are implemented in a timely manner:
Review Weingarten Center Emails: Be on the lookout for an email from Disability Services listing the following steps you will need to take within your MyWeingartenCenter portal: (1) sign the Acceptances of Services Letter; and (2) submit a Semester Request to activate or renew approved academic accommodations (this step generates a notification to be sent to professors and/or program liaison(s) of the accommodations). Before submitting a Semester Request you will be able to review your accommodations and decide which accommodations to activate for each course.
Don’t forget Add/Drop and the Need to Renew Accommodations Each Semester: If you add a course after submitting a Semester Request, you will need to submit an additional Semester Request within your MyWeingartenCenter portal for that particular course. Each semester you’ll need to submit a Semester Request to renew your accommodations and have accommodation letters sent to your professors and/or program liaison(s).
Speak with your Professors or Liaisons: Once your professors/liaisons receive the accommodation letters, we encourage you to discuss with them how your accommodations will be implemented. Professors/Liaisons are notified about accommodations but not a about students’ disability. The Weingarten Center keeps information about diagnosis and all supporting documentation confidential.
Book Your Exams at the Center for Accommodated Testing: If you have testing accommodations and would like the Weingarten Center to proctor your exams, you will need to schedule each quiz, or exam at least eight days in advance through the Weingarten portal. It’s best to review your syllabi and book all exams at once. You can stop by Disability Services drop-in hours for assistance. Alternatively, you can ask your professors to proctor your exams with accommodations.
Reserve Penn Accessible Transit: If approved for Penn Accessible Transit, your Disability Specialist will provide instructions on how to request transportation services to and from campus. You can schedule rides through the Penn Transit mobile app (if the location is within the service area boundary) or by calling the Penn Transit phone number.
Schedule a Follow-Up Appointment with Your Disability Specialist: We encourage you to stay in touch with your disability specialist throughout your time at Penn! You can ask questions about current accommodations, request supplemental accommodations or discuss other topics such as neuropsychological evaluations, campus accessibility, academic support options or other campus resources.
Accessing Disability Services: You Are Not Alone!
You may be asking yourself, “am I the only student receiving accommodations?” — the answer is no, you are not. Disability Services supports all 12 schools at the university and each semester hundreds of students are registered and approved for accommodations. We want students to feel comfortable connecting with us to request accommodations. Unfortunately, there may be students that do not feel comfortable requesting accommodations due to stigma that still exist around disabilities and accommodations. Our hope is that through educating mores students, faculty and other campus partners that we de-stigmatize asking for accommodations due to a disability.
Academic accommodations are meant to give you equal access. They do not guarantee success, but they do provide a level playing field in courses to better align all students. Disability Services welcomes students to connect with us at any point during their time at Penn. We support students through every step of the process and advocate for them when they are not able to advocate for themselves. Stigmas are not going to go away over night, but we can continue to work together towards chipping away at them little by little until we reach a point of more understanding and acceptance. Our dream is to have a more inclusive universally designed society, so that one day you will no longer have to ask for accommodations because they will already exist and be in place for everyone!
Written By Sabria Kegler, Associate Director for Disability Services, Weingarten Center
Neurodiversity at Penn
Imagine that you’re working on a 1000-piece jigsaw puzzle. You start with a pile of individual pieces. The box shows you the completed picture, but it’s going to take some work to fit the whole thing together. Maybe your first instinct is to notice the colors and group the pieces into piles of a similar shade. Or perhaps you ignore the finished picture entirely, and just focus on the shape of each individual tab.
If you work best by seeing the bigger picture before getting into the details, you prefer a top-down approach to processing. On the other hand, some people default to bottom-up processing- they need to understand how all the tiny pieces fit together before mastering the overall concept.
Everyone’s brain works a little differently. This is fundamental to the concept of neurodiversity, a term coined by autistic self-advocate and sociologist Judy Singer. Singer saw neurodiversity as “a biological truism”- since no two human nervous systems can ever be exactly alike, humanity as a whole is neurodiverse. She also saw this concept as a tool for intersectional analysis and advocacy. Neurodiversity offers a way to talk about neurological differences, especially for groups who have been marginalized or given medical labels (such as the autistic community), without shame or stigma. The idea is to acknowledge and value our cognitive differences instead of treating them as a deficit.
If you’ve heard about neurodiversity, you’ve probably also seen the term neurodivergent. Neurodiversity refers to groups of people. Neurodivergent refers to individuals whose mind or functioning falls outside of societal norms.
Neurodivergence is considered an umbrella term, since there are many different labels and conditions that fall under this category (see the above examples in the diagram, created by Sonny Jane Wise @livedexperienceeducator). One neurodivergent person may be diagnosed with ADHD and autism. Another person may have epilepsy or OCD. (And, not everyone has a specific, formal diagnosis.) We are grouped together by our common experiences of living outside what society expects a standard mind to be like.
While it’s difficult to pinpoint how many neurodivergent students are currently enrolled in higher education, we do know that the number of students with a disability has been increasing over time. More than 20% of undergraduates in the 2019-2020 academic year reported having a disability (National Center for Education Statistics). This statistic includes all kinds of disabilities, including those that fall under the neurodivergent umbrella. As awareness of neurodiversity grows, so do the resources available for advocacy and support.
Whether you’re a first-year undergraduate or a doctoral candidate writing your dissertation, the Weingarten Center is here to ensure you have equal access to academics and campus life. Weingarten also offers academic support resources for all kinds of learners. If you identify as neurodivergent, you may be interested in connecting with the Disability Services team to talk about accommodations. A Disability Specialist can also provide guidance and resources if you’re seeking a formal diagnosis. If you’re looking for support with building academic skills, you can schedule a Learning Consultation. A Learning Specialist will give professional recommendations about things like time management, tackling academic reading, or even STEM-specific study strategies. Weingarten Center staff will give you individualized support, so advice and guidance will be tailored to your learning and access needs.
An inclusive campus environment is about more than academics, too- it includes social spaces that are welcoming and accessible to neurodivergent students. Take some time to consider your needs for social support and community in addition to your academic development. Student groups like the Advocates for Neurodiversity and NeuroQueer provide a space to connect with peers who may have similar experiences.
If you have any questions about the Weingarten Center and how we can support your journey at Penn, don’t hesitate to reach out!
Written by Emmett Binkowski, Disability Services Specialist, Weingarten Center
Sources:
Singer, J. (n.d.). Neurodiversity: Definition and discussion. Reflections on Neurodiversity. Retrieved June 20, 2024, from https://neurodiversity2.blogspot.com/p/what.html
National Center for Education Statistics. (2023, TBA). Table 311.10. Number and percentage distribution of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: Academic year 2019–20 [Data table]. In Digest of education statistics. U.S. Department of Education, Institute of Education Sciences. Retrieved December 5, 2023, from https://nces.ed.gov/programs/digest/d22/tables/dt22_311.10.asp.
Active Reading
One of the most frequently asked questions at the Weingarten Center by undergraduate, doctoral, and professional students alike is: “How do I manage the ungodly amounts of reading I am assigned?” Many of us have internalized the narrative about ourselves as a “slow reader” while others seem to have somehow unlocked the secrets to “speed reading,” as if human processing speeds can be adjusted like the dials of an audiobook app. And so, we trudge along, berating ourselves for our perceived deficiencies in reading speed.
We suggest reframing those narratives you hold about yourself.
Many of us have been socialized to believe that reading should happen the same way regardless of genre, whether it’s the latest young adult romance novel or an academic research paper: start from the first word on the first page and continue in a linear fashion until you’ve soldiered through to the last word on the last page. This is not only time consuming and inefficient, but also a very passive way of reading.
The problem is not your natural reading speed but how you’ve been socialized to read.
A revelation about reading at the collegiate or graduate level: you are not expected to read every word of every assigned reading (really). However, we do recommend re-reading that sentence again, word-for-word, until it really sinks in. Some of the skills you are expected to build in college and graduate school is to read selectively and to develop the skills to quickly, and efficiently distill a large amount of content into useful takeaways for further application or analysis. In other words: how you approach academic readings should be different from how you approach reading for pleasure.
Below are some tips to help you reframe how you approach your academic reading to both maximize efficiency and learning:
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- Preview the reading: Start by taking a look at the headings, titles, sections or chapters, relative lengths of parts, and prioritize your reading accordingly. You don’t have to read the sections in order, and you might choose to skip entire areas altogether.
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- Read with a purpose: Before you start reading, identify the piece of information you are expected to glean from the reading, whether that be a new concept, theory, perspective, or answer to a particular question, etc. You should be able to get a general sense of this by perusing your syllabus. Then read as if you are on a quest searching for that specific piece of information.
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- Synthesize the reading: After you’ve completed the reading, make quick notes to distill the main takeaways in your own words. You will especially want to think about how that particular reading is in conversation with others you’ve been assigned in that class.
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- Pro tip: These notes should be useful in helping you decide whether you want to use that reading as a potential reference in a future essay assignment, so be mindful of that as you take notes.
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- Synthesize the reading: After you’ve completed the reading, make quick notes to distill the main takeaways in your own words. You will especially want to think about how that particular reading is in conversation with others you’ve been assigned in that class.
Some of you may bristle at the idea of not reading every assigned reading to completion; it can be hard to fight that deep socialization and many years of habit. But we challenge you to let go of this notion that there is virtue in word-for-word reading. We recommend that you try out this selective active reading strategy with your elective classes or other classes that are lower in your priority list. You will quickly find that there is only a marginal benefit to word-for-word reading, and that your overall improved wellness and time is worth the effort of selective, active reading.
Of course, there is nothing stopping you from reading more deeply and closely, especially for topics you find particularly fascinating. We encourage you to follow your intellectual curiosities as they arise. After all, that is one of the greatest delights of life as a student: discovering entirely new intellectual passions. But you might find that you do not have the time to pursue these new curiosities if you’re too busy trying to read every word of every reading in every class.
Written by Ayoung Lee, Learning Specialist and Fellow, Weingarten Center
Student Spotlight: Aditi Singh
As part of Tutor Appreciation Month, Aditi shares how tutoring impacted her Penn experience.
There are some events that no one prepares you for. I had one of those events happen to me when one of my closest friends ran away from her dorm with a bottle of her antidepressants and almost committed suicide. My first reaction was shock which soon turned into a deep sadness. You see these things in movies and shows but you would never think that it would happen to you so suddenly with no warning. At this point, I’m sure you’re wondering what this has to do with tutoring. And you’d be surprised to find out that it has a lot to do with it.
I became a tutor in my freshman spring. I taught MATH 104. For three hours a week, I would sit at the tables at Penn and talk through math concepts and I truly loved every moment of it. It was familiar. It made sense. Being a freshman felt a lot like being a deer in headlights for me. Being an international student, I was exposed to so many novel stimuli. Culture, people, classes — none of it seemed easy. Everything was something to put effort into and not knowing where to look for help did not make it any easier.
In my sophomore year, I tutored MATH 114 and became a tutor mentor. I was still lost about what I wanted to do in my four years at Penn but I trudged along. There was a silver lining though– someone who made my days easier and exponentially better- my friend (and roommate). We would roam Penn, make 6 am Starbucks runs, build snowmans in front of my dorm. Suffice to say that I was slowly finding my way. And that’s when life gave me a jolt. I am sure that we all have these life changing experiences where everything takes a turn for the worse and then nothing is the same again. At 9:30 pm on a Sunday night, my friend was gone. I had no idea where she was, I had no way to contact her because she wasn’t answering her phone. A week later, I received a phone call from a social worker and my friend flew home and we couldn’t be the same anymore. And just like that, everything changed.
Every week I would tutor CHEM 241 and MATH 104– the only truly structured part of my day. The rest of the day, I would sit in my dorm staring at the now empty room wondering how everything changed. I spent a lot of time crying, sitting silently staring out of those large glass windows of Harrison and talking to my friends over the phone or just staying on FaceTime so that I wouldn’t be alone. The only thing that got me up to do things were that I needed to complete my classes and I needed to tutor. I managed to muster up enough strength to get through my semester and keep my promise to myself to not let this get in the way of my dream to go to medical school.
I mentioned before that tutoring was where I seeked comfort. There is something so wonderful about the look on someone’s face when they have been struggling with something for so long and then finally it makes sense. It made me feel like I truly made a difference. After my experience with my friend, and constantly questioning if I could have done something differently, if I could have helped more– here I was, actually helping. Actively changing something, someone for the better.
Call me a nerd, but in those days when everything was so heavy, tutoring lifted me up. My own tutors taught me subjects that I struggled with, with such care that I made it through my classes and finished strong. And on the day when I got an email from Valerie Wrenn (Associate Director of Tutoring Services) to become the Lead Math Tutor at Penn, all my hard work, all my love for tutoring, something that gave me joy and comfort came into fruition in a whole new way. I had a jump to my step as I walked on that cold winter morning. It was the one thing I needed to give me a real push out of the dreadful period that I couldn’t seem to get through.
Being the Math Tutor Lead of Penn has been one of the most fulfilling experiences for me. I can help so many students who need help at Penn and also guide the tutors. But the not-so-obvious joy of this position is Valerie. She supervises my position and talking to her makes me feel like all these ideas that constantly pop up in my head can truly be a reality. Talking to someone who takes the time to attentively listen to all your ideas and supports you while grounding you is invaluable. The support and care that I have received from the tutoring center has shaped the person that I am today. I know that without it, I would probably be lost at Penn. It has impacted me in so many ways– by making me a happier, more confident individual who can dare to dream at Penn.
The goal of this blog post is to express my heartfelt gratitude to Valerie, Weingarten and all the tutors at Penn who have made Penn a better place for me and for so many other people. I could not have asked for a better support system.
– Aditi Singh
SAS ‘23
Making a Case for Study Groups: Establish Safety and Value
In the last installment of this series, we addressed 3 of the most common challenges that study groups face:
- study groups turning into study group socials
- uneven distribution of work
- unclear expectations
In this post, we will address these challenges from an asset-based perspective and through this question: what factors contribute to the success of effective study groups?
Interestingly enough, Google was also interested in this question. Already convinced that team effort yields the most productivity, the tech company conducted a large and extensive study to discover what characteristics every successful team had. Find out what Google learned by watching the video below:
Psychological safety. Every successful team figured out how to establish a sense of psychological safety for every member. Google broke this characteristic down into two other components: balance of speaking and social sensitivity. Considering these two components when we think back to the common challenges of study groups, everything starts to make more sense! When everyone does not feel like their contributions are or will be valued, study groups are not as productive. If the team does not practice social sensitivity, does not establish a culture of care, it is unlikely that team members will feel comfortable with making mistakes and troubleshooting challenges.
As we move forward from the social-psychological characteristics of successful study groups, we encourage you to use the Group Contract in your first study group session in order to set clear expectations and maintain a culture of care. Next time, we break into the cognitive ideas of growth mindset and metacognition to help facilitate meaningful interactions between group members and course content.
By Staff Writer: Gabriel Angrand, STEM Learning Specialist