college students, when stressed by academic demands, use ineffective mechanisms for coping. They may use “defense avoidance”, for example, avoiding studying and putting off writing assignments. Teachers can help such students develop more effective mechanisms for coping through “stress inoculation”-managing their courses so that students have more information about what to expect, giving feedback on their progress, and providing a degree of control over course activities. (Whiteman, 1998). Feedback is information about current performance that can be used to improve future performance. When given properly, feedback can encourage positive stress that motivates students to action and can discourage the negative stress that inhibits action. Teachers can take specific steps to give effective feedback: (1) helping students know where they stand, (2) setting up ‘learning hoops”, (3) providing written comments on students work, (4) testing often enough, and (5) arranging personal meetings to discuss students’ work. Having a personal sense of control is an important factor in reducing stress. When students do not know what to expect in their courses, they feel out of control. Teachers can help students have a greater sense of control by using requests rather than commands, giving students choices in course requirements, explaining assignments so students know their purpose, involving students in the design of examinations, and soliciting and using feedback from students to improve courses and teaching. College teachers who can effectively use feedback and control in their classroom to create a climate ripe for learning. Students are relaxed but motivated to learn when they have an instructor who provides direction and feedback and who is willing to accept it in return. (Gaff, 1998). Studies of college teaching support the view that the frequency and quality of teachers’ contact wit...
