I am thrilled to share a guest post with you this week from Veronica at Growth Education Therapy. Her tips and tricks for encouraging students to ask for help are gold. She is a reading specialist, special education teacher, and educational therapist specializing in executive functioning and literacy. Follow along with her on instagram, too!
Let’s get to it!
Parents, teachers, and students often find themselves overwhelmed by a common culprit – missed assignments. Parents may find it confusing that this problem continues to happen despite constant reminders and their student’s clear ability. So, why is this such a common and repeated issue? One factor I have seen frequently but is not often obvious, is that students may be unclear on the assignment expectations and may doubt their own ability. So how can we support students in overcoming these challenges? I have found for many, teaching communication skills is essential.
Encouraging communication skills
Communication is a wide umbrella of skills, but in this instance I consider communication skills to be the ability to initiate dialogue with a peer, teacher, or parent in which students acknowledge an area of confusion, ask a question, or otherwise seek help. While many may do this naturally and even to a point that seems excessive, other students avoid communicating with teachers at all costs. There are many reasons for this, but I have had more than one student tell me they are embarrassed because they feel like they should already know the answers to their questions and do not want to highlight areas they feel inept. So instead, they deflect, distract, and otherwise avoid working on something that is difficult for them. Encouraging students to ask for help is an essential piece to this puzzle.
Questioning as a means
The good news I have found is that once students actually start practicing consistent communication with teachers they quickly learn this type of interaction is both appreciated by teachers and effective. In order to get to this point, I first emphasize that questions are normal and actually necessary for true learning. Then I guide students through journaling or creating a draft of the questions they have and identify who might be able to help them. We have even typed email drafts and then reviewed them before sending. In addition to virtual communication, I encourage students to go to office hours or tutoring sessions where there is often an open but smaller forum for questions. It is essential that students come with respectful but specific questions or areas of help needed to make the most of their class experience. Helping students advocate for themselves and encouraging students to ask for help in this way is a scaffold for so many life skills.
Building independence
This kind of question generating and self reflection can also support students’ independent learning. If students are clear on what they need help with, their reading and research is more intentional and focused. They may also find the answers to their questions by re-reading the directions and assignment rubrics, on classroom discussion forums, and even within a myriad of online tutorials. Finally, this honest reflection and intentional communication shows students they have control in their classes and they are not passive learners. Self-directed and active learning opens up a world of new possibilities for students’ academic interests and increases student’s motivation to set and meet goals in their personal lives. Encouraging students to ask for help is bigger than just an academic skill, but sets them up for lifelong success.
Do you have other ways you encourage your students to take risks, ask questions, and solicit help? Share in the comments!
Looking for related blog posts?
3 Ways to Help Students Be Independent Problem Solvers
