Eight methods to assist college students to ask for assist |

8 Strategies To Help Students To Ask For Help

contributed by Penny kostaras

I am a K-12 learning trainer. My approach is comprehensive – how executives work, time management, and academic content.

One trend I’ve noticed throughout my career is an influx of confused newbies over the winter, and I’m always sorry we didn’t meet the summer before or even earlier in middle school to map out a roadmap to success create.

The biggest hurdle I have encountered for these students is the fear of asking for help. To acquire this skill, students must first: a Sense of growth against a fixed mindset. Students need to believe that through hard work and perseverance they can learn more and become smarter, and give up the idea that they are naturally good at _____ or bad at _____.

Dear students, asking for help is a strength

Becoming a lifelong learner takes time, effort, and help from others. We can always improve. Asking for help and using your resources to solve problems is a strength, not a weakness. In development, middle and early high school students are mature to learn that self-advocacy is essential to future success.

Middle school students have a harder time asking for help because they still stray from the dry thinking of elementary school. Add to this the self-confidence and insecurity that puberty brings, and nobody dares to ask for help for fear of being “found out” or “exposed”. The thought that something is “wrong” with them is devastating. Students entering high school bring their old patterns from elementary and middle school that no longer serve them.

They are embarrassed to ask questions and get stuck in a fixed mindset that hinders their growth. From here on, you need to seek help and be open to receiving it in order to be successful. Here are some ideas to help promote these skills in the classroom.

8 Strategies To Help Students To Ask For Help

1. Encourage students to ask for help

Reward students who ask questions and come to you – whether it’s a scoring system, a gold star, or praise. Keep a log of how many students asked questions or came to you for extra help and have an inter-class competition for fun.

2. Start at a young age

Communicate that asking questions is a strength, not a weakness. Nobody can do something big alone. Cooperation promotes creative thinking and innovation. Encourage students to consider questioning as their new superpower, where they can gain insight and have extra time with the teacher.

3. There are no stupid questions

Repeat this tired sentence more positively: “Questions are welcome, please ask them. If you have a question I guarantee someone else will have the same, so do the class a favor by giving me the opportunity to clarify for everyone. ”

4. Communicate the idea that everyone needs help

Consider inviting senior members of the local community to visit and share ways in which they have benefited from asking for help. Showing younger students that help is the norm in the creative, scientific, and professional worlds makes them aware that receiving help is universal and okay. Once students know, they can give up their vigilance and be open to getting help earlier so they can thrive.

5. Play a game

Set up your classroom as a place that encourages a philosophy of growth. Let students get to know each other by asking them to write on a piece of paper two things they are good at and two challenges they usually face related to the subject you are teaching.

Share strengths and challenges in small groups. For each share, the group comes together to offer help to each person and brainstorm how they can offer individual support when they need it: “You can count on me (us) for help with __________.” This support structure will inspire community and empathy in which students want to help and accept help at the same time.

You can also gamify it with Gamification. Well done, Gamification works. Start by offering points or rewards or playful obstacles to encourage students to ask for help when needed – and to tell the difference between when they need help and when they don’t.

6. Set the expectation / card on the road

Set individual and group goals that highlight overachieving progress. Show them how much they will learn and that advancement can be expected. This normalizes the work ethic and extended thinking in the classroom from the start. Remind them that they all have a role to play in helping one another when they feel challenged.

This can demystify the notion that some students are naturally blowing through the class while others struggle alone in silence. Check in year round to encourage teamwork and remind them of the goals set.

7. Share your story

Share with your students what you were good at and what you struggled with at their age. It’s important to remember what it was like to be the ages of your students. What were your strengths and weaknesses in the subject you teach or in other subjects? How did you overcome these obstacles? What embarrassed you?

Now when I look back what’s funny about it? What would you have done differently? Give them a glimpse into your past and they will see you in a new light, not as an inviolable authority, but as an relatable person who has grown and changed over the years.

8. Normalize “ask for help”

By normalizing the request for help, teachers can nurture a growth philosophy in students – especially students who are making a major transition – from elementary school to middle school or from middle school to high school. Discarding preconceived notions about your abilities can help you learn more about yourself and your abilities.

Through various strategies that encourage sharing, teamwork, vulnerability, mentoring, and sustained effort over time, students are inspired to abandon self-sabotage habits and instead stand up for themselves. You now have the opportunity to see school as an environment that supports the idea that asking for help is a strength.

When students feel confident about taking risks, real change can happen. With the right guidance, they will learn to improve their communication skills and use their resources with confidence. A growth philosophy allows students to appreciate themselves as in work as they make their personal changes throughout high school and beyond.

Penny Kostaras has been a trusted academic trainer and educator for 13 years, and an expert in taking students from struggling to confident and success. Penny is the founder of Wise Student, a program that provides effective strategies to help students improve time management, organization, and study skills.

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