Site icon Bright Classroom Ideas

Would you Seek Academic Help if you Were a Student in Your Class?

Would you Seek Academic Help if you Were a Student in Your Class? 1

It’s ironic. The students that need it, often are the ones that do not seek academic help. Maybe it’s fear, embarrassment, or a lack of the self-awareness to decipher that academic help is needed.

Helping Checklist

As an instructor, I search for ways to be proactive in addressing this dilemma. Here are a few questions that help me think more intentionally about helping my students:

I find it’s okay to ask the questions in any order and and at any time. The key is to take the time to routinely ask the questions. I hope that other teachers use the checklist as well. Feel free to add or omit questions to adjust the checklist as needed. One final check-in question I’ve considered recently: 

Would you seek academic help if you were a student in your class? 

I love the snapshot of helping habits the questions provide. For me, the checklist reveals how I strive to learn more (via examining and sharing research trends), reinforce appropriate help-seeking (as I acknowledge the courage required and the academic performance gains), and establish helping boundaries (such as designated times and procedures to avoid an unhealthy ‘help no matter what’ philosophy). More importantly, the checklist let’s me know what helping areas are in need of tweaking.

Strategies for Tweaking the Helping Process

Here are ideas from previous research to help fine-tune classroom help-giving:

  1. Explicitly tell students what the helping process looks like for your classroom

One study examined “I don’t understand” and related student help requests in a science lab course. Key ways to use help-seeking to improve student understanding included: 

2. Remind students what ineffective help-seeking involves

Another study examined student help-seeking while working on a programing task. Key characteristics of ineffective help-seeking included:

Bottom Line

The 2 strategies rest on an investment from both the teacher and the student. Teachers must plan opportunities to explain helping expectations and outline the procedures that would make the process most effective for their classroom. Further, students must practice self-monitoring to meet the demands required for a meaningful helping process to occur. 


References


Useful Resources

Spread the love
Exit mobile version