Helping Kids Learn to Ask For Help

 This week's article summary is How Kids Can Overcome the Awkwardness of Asking for Help.

Try to think back to when you were in middle and high school: How often did you seek out a teach for extra help? 

 

In my teens there were a few times I had to meet with a teacher for a private one-on-one session, mostly if a teacher had written ‘See Me’ on a test or paper or if my parents and the teacher had decided I needed some extra help due to a low grade. In these cases I was basically forced into extra help. I can’t recall ever in middle or high school initiating extra help with a teacher. 

 

It wasn’t until I was a college junior that I took advantage of professors’ office hours.

 

The difference between me in my teens and me as a college junior was being more aware of what I knew and didn’t know and consciously accepting responsibility for my learning. In middle and high school, I left it to the teacher to assess my work and assign me a grade. I was in essence a passive participant in my learning.

 

At Trinity, one of our outcomes is for our students is to develop a strong sense of self, including self-assurance, and to me this extends to being confident enough to seek extra help when needed.

 

So much of what we do at Trinity helps shape our students’ agency. For example, we when we ask our students to self-reflect/evaluate they are beginning to see their role in their learning.  Through student-led conferences, they learn to articulate how they learn, the steps they need to take to learn, and where they need help and support. 

 

Our work as early childhood/elementary teachers is so vital and impactful because it helps develop in our students the assertiveness and metacognition to seek extra help during the challenging middle school years, not to wait like me until college years.

 

Joe

 

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Office hours, as many middle and high school teachers can attest, are often a frustratingly underutilized block of time during the school day—an unstructured period earmarked for student check-ins and lesson support that very few kids take advantage of, even when they understand the benefits.

 

Students’ tendency to avoid seeking help is an area Vanessa Bohns, a professor of psychology at Cornell University, focuses her research on, perhaps partly inspired by her own experience with students at the college level. “The quietest part of my day used to be my office hours, when students could meet with me without an appointment. Why? Because no one would show up for them.”

 

Bohn’s office hours experience largely mirrors what happens in middle and high school, compounded for teenagers by a potent mix of peer pressure—the urgent need to appear competent in front of friends and classmates is a driving force at this age—and a lack of metacognitive skills when it comes to assessing their own learning and knowledge gaps. 

 

Middle schoolers have a harder time asking for help because they’re transitioning from the cut-and-dry thinking of elementary school. Add to that the self-consciousness and insecurity that puberty brings, and no one dares to ask for help for fear of being ‘found out’ or ‘exposed’.

 

We also tend to underestimate just how much discomfort kids feel about asking for help. That can cause parents or educators to “sit back waiting for those in need to ask for help, engage in misguided attempts to encourage help-seeking without directly addressing help-seekers’ discomfort, or mistakenly attribute underutilization of available help to a lack of need rather than a lack of confidence,” writes Bohns.

 

Yet the answer, Bohns notes, isn’t about getting students to grasp the benefits of asking for help, convincing them, for example, of the upside of office hours. Instead, it’s much more productive, she says, to lower the temperature on the process generally so that identifying where they need help, and then asking for it, becomes a low-stakes, normal part of being a good learner, something students feel comfortable and empowered to do regularly.

 

Here are a number of educator-sourced strategies designed to normalize seeking help in middle and high school, making it a natural, easy choice for students.

 

Teach Metacognitive Skills: It’s not uncommon for students to sit in silence or confusion, instead of raising their hand to ask for help. Students must first recognize that they’re struggling. This requires honesty and self-awareness—some students don’t think they need help even when formal or informal assessments indicate otherwise. So encourage self-reflection in students, help them develop the metacognitive skills to take on at least some of the responsibility for monitoring their learning, rather than keeping that task the sole purview of teachers, or parents. As they learn, students should regularly check in with themselves, asking themselves basic questions like: “Do I need to ask for help?” and “Are there areas that are unclear to me?” As they prepare for a test, they can ask themselves open-ended questions like:

• Can I teach this concept to a friend or family member?

• Can I identify one strategy I’ve been using during this lesson that’s helped me be successful?

• Can I identify one strategy I want to try using more often?

• How do I think I’m doing in this class, in this unit, on this project? How do I know?

 

Normalize It: Part of lowering the stakes for students involves demonstrating how commonplace needing and asking for help can be. So talk about it in class and provide examples, read aloud about it, and share your own stories about seeking support or assistance from others. Share with your students what you were good at and what you struggled with when you were their age. It’s important to remember what it was like to be the age of your students. What were your strengths and weaknesses in the subject matter that you teach, or in other subjects? How did you overcome those obstacles? What embarrassed you? Sharing your own very human learning experiences with students serves not just to illustrate how you sought help, it can also provide a valuable glimpse of the teacher not as an untouchable authority, but as a relatable human who has grown and changed throughout the years.

 

Model Assertiveness: Assertive communication is a hard but valuable skill for students to learn. In the classroom, students who lack assertiveness skills may hesitate to share their thinking openly or ask clarifying questions when they’re confused. But when people behave assertively, they stand up for themselves without diminishing or hurting others. In other words, they’re strong, not mean. After clarifying the definition of assertive communication—you might explain that it “represents the middle ground between the extremes of aggression and passivity. Students can role-play solving various conflicts or problems. Try a “Stating Your Needs” exercise where students practice responding assertively to a misunderstanding—a student can’t keep up with her notes, asks the teacher to slow down, but the teacher doesn’t see her quietly raising her hand and keeps going.

 

Offer Conversation Starters and Role-Play: For students who are introverted or shy, or who—for any number of reasons—struggle to speak up in class or initiate a conversation with a teacher, practice and role-play can help build confidence and skills. Ask students to brainstorm ways to initiate a conversation asking a teacher, or peer, for help, and then have them role-play in small groups or one-on-one with an adult how the conversation might unfold. To help get things moving, provide a few sentence starters such as:

• I’m struggling with... . Can we talk about it later?

• I’m working hard, but I’m still not understanding… . Can you help me?

• I’m not sure what I need. Can you please talk to me?

• Can you give me advice about … ?

 

Provide Non-Public Options: When sign-ups for an SAT prep class at three high schools were public—allowing students to see who would be taking the class—53 percent of students expressed interest in the class. But when sign-ups were offered in private settings, participation in the prep class rose to 80 percent, according to a recent study, underscoring the powerful pressure kids feel about how they’re perceived by peers. It’s important that students know they can also reach out privately to seek help and support—by email, for example. While most teachers share their email address with students, go one step further and make a point of clarifying with students that it’s another way for them to reach out to you for help or support. Consider establishing ground rules around your response time and other details that protect your non-school hours--and then be sure to check your inbox daily.

 

Busting the Learning Style Myth

 This week's article summary is Busting the Learning Style Myth.

Most of us are familiar with the idea that we all have a preferred learning style, the four most common being visual, auditory, reading/writing, kinesthetic.

The belief is that once we identify our preferred learning style, we can  optimize our learning through that style.

The problem with this belief is there is no evidence it works and in fact often hampers the learning process. 

So why does the belief in learning styles remain so popular?  

Because it seems so logical.

But unfortunately some things that make sense aren’t actually true.

I prefer reading and writing more than kinesthetic, hands-on activities. But that doesn’t mean I learn best only by reading and writing. There are many things I learned that I couldn’t have by simply reading about them: throwing a curveball, riding a bike, making bread from scratch.

Learning styles are different from Howard Gardner’s Multiple Intelligences: kinesthetic, interpersonal, intrapersonal, linguistic, musical, naturalist, logical mathematical, spatial. We typically have some talents we’re naturally better at than others. I have always been good with logical, mathematical thinking yet I have zero musical talent.

Still, as you’ll see in the article while we all have different and unique talents, we all ultimately learn the same way not through a particular learning style!

Joe

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A prevalent neuromyth is that of “learning styles.” 

According to this belief, people can be classified by how they learn best and should concentrate their educational efforts in that mode. If someone is an auditory learner, she’ll master a subject or skill faster and more effectively by listening to lectures than reading books or through first-hand experiences.

The idea of learning styles has sadly infected our education systems and people’s understanding of themselves. And psychologists worry this can have long-term consequences. 

There is a grain of truth to the myth of learning styles. Namely, people do differ in their abilities and preferences. The VARK learning model, for example, classifies people as either visual, auditory, reading/writing, or kinesthetic (hands-on) learners. Each method is part of the learning process, and people will have their favorites.

Many proponents believe learning styles are inheritable, emerge early in childhood, have a physiological basis, predict learning outcomes, and are immutable. For such people, saying “I’m a visual learner” isn’t merely stating preference; it’s stating something fundamental about themselves.

According to a recent study, half of the people who subscribe to the myth hold this view. More worryingly, the study noted, educators who work with younger children are more likely to believe that learning styles are hardwired. And that belief can lead educators to support learning style-based curricula.

Another study found that 71 percent of educators believed the learning styles myth and that 88 percent of the general public accepted the concept, too.

Giving students the message that ‘It’s OK if you’re not good at--insert ‘intelligence’ or ‘learning style’ here--you can still be good at--insert whatever here--can lead students to give up on cultivating key learning skills that can be developed, to an extent, in everyone. By promoting a dominant learning styles mentality, we are actually limiting students with self-fulfilling prophecies despite the best intentions.

A short thought experiment reveals the fundamental problem with the learning styles myth. Imagine a young surgeon being told he’s a reading/writing learner. Taking the idea to heart, she skips lectures, shuns anatomy charts, and doesn’t bother practicing on cadavers. But don’t worry, she says as the anesthesiologist puts you under, they were excellent books.

A seminal analysis reviewed the literature on learning styles and found a wide array of papers discussing the theory but few studies testing the idea through experimentation. Those that did found no supporting evidence that learning was enhanced by a slavish dedication to a student’s learning style.

Why then does the learning styles myth survive despite the evidence? Like all neuromyths, it tells us something we want to believe. The learning styles myth serves a function similar to personality tests, horoscopes, and Cosmo quizzes. That is, it provides a sense of identity, allows us to simplify complexities, and tells us something about our favorite subject (ourselves!). People prefer brain-based accounts of behavior, and they like to categorize people into types. Learning styles allow people to do both of those things.”

It may also tie into common misconceptions of success.

Success is complicated. It requires the right mixture of education, resources, skill, and luck. But as David Epstein notes in his book Range, we tend to streamline this equation into specialization equals success.

The earlier we learn who we are and dedicate ourselves to that path, the thought goes, the greater our chances to succeed. Our cultural obsession with the likes of Tiger Woods, Mark Zuckerberg, and legions of chess prodigies bears this out. To get a head start on success, specialize early and to the exclusion of all else.

But while specialization has its place, Epstein argues, that obsession pollutes the principles that research shows help us learn. Those being: Engage with subjects in as many material ways as possible. Read, converse, seek out examples, get hands-on, and experiment. While we may have preferences, we should also challenge ourselves to try new methods and re-engage with less-favored ones.