Understanding Anxiety: Embracing its Benefits and Learning from it in the Classroom

Understanding Anxiety: Embracing its Benefits and Learning from it in the Classroom

Anxiety is often misunderstood and seen as a negative emotion that we should suppress or overcome. However, recent research in neuroscience suggests that anxiety has its own benefits and can be a powerful tool for growth and learning. In fact, anxiety is not just a fight-or-flight response, but it also increases oxytocin, the social bonding hormone. This means that moderate levels of anxiety can actually prime us to seek social connection and support, making it a valuable emotion in our lives.

Furthermore, anxiety is not just a hindrance, but it can also be a motivating force. When we feel anxious, our brain releases dopamine, which motivates us to take action and pursue rewards. This means that anxiety is telling us that we care about the future and want it to turn out a certain way. It is a signal that we need to make changes and take action to bring forth the future we desire. For example, feeling anxious about an upcoming test might motivate us to study harder, or feeling anxious about our health might lead us to schedule a checkup at the doctor.

However, society often views anxiety as a disease or a disorder that needs to be suppressed or eliminated. This perspective is not only unhelpful but also misses out on the benefits that anxiety can bring. Emotions are not binary switches that we can turn on and off; they exist on a spectrum, and we have the skills to navigate them. Instead of labeling anxiety as a problem, we should see it as an opportunity to learn and grow. By understanding anxiety as information and listening to it, we can navigate uncertainty and turn positive possibilities into reality.

In the classroom, these insights about anxiety can be particularly valuable. A study has shown that students learn more when they are actively engaged in the learning process. In classrooms that employ active-learning strategies, where students are actively involved in their own learning, students actually learn more than they think. This is in contrast to traditional lectures, where students may feel like they are learning more, but their actual learning is not optimal. This disconnect between perceived learning and actual learning is why student evaluations often do not correlate with the level of learning that takes place.

To maximize learning in the classroom, it is important to incorporate active-learning strategies that engage students in the information retrieval process. Students need to be involved with the material, actively participating in discussions, problem-solving, and hands-on activities. This not only strengthens their understanding of the concepts but also enhances their retention and ability to apply the knowledge in real-life situations.