Description
Children reduce test taking anxiety and increase their confidence with the stress reducing techniques of deep breathing and positive statements.Using stress management techniques can improve test performance and soothe worries. Each positive statement is specific to calming typical concerns about test and exam taking so that your child can perform to the best of their ability. Children enjoy breathing, repeating affirmations, and relaxing to music. Introducing children to these skills will empower them throughout their academic career.
Affirmations are a powerful tool for reprogramming your subconscious mind into different thought processes that support you and your desired outcome. Throughout our day we tend to say negative phrases over and over in our mind. Most of the time we are not even aware of this pattern and the results can be low self-esteem, poor grades and poor results in activities we take part in. We need to shift that thinking and affirmations are a great tool to use in reprogramming our minds. Here are some tips to use affirmations to improve life and reduce test taking anxiety.
Affirmations should be stated in the positive. Example: I have studies and know my material.
They should be stated in the present tense. Example: I do well in all of my school work.
Affirmations should be kept them short and simple.
These affirmations should be written down and said out loud daily or hourly if needed.
You should use visualizations with affirmations to ‘see’ the positive outcome. Example: See yourself easing through the test, knowing the answers, handing in the paper with confidence and getting it back with an “A” on top.
*** Research shows that the subconscious mind cannot tell the difference between truth and fiction. It cannot make that distinction so saying positive things to yourself will result in your mind knowing they are true.
Enjoy these Affirmation used to Reduce Test Taking Anxiety. This 8:30 minute track is filled with positive statement, breathing, and accompanied by relaxing music.
