Strategies to support students
Initiate
Identify needs & resources: Be sure to provide a plan with steps, necessary resources, strategies for starting work. To ensure that all of the necessary steps and resources are available, teachers should complete the assignment themselves.
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Clarity: Many students will avoid starting tasks because they are unsure of their abilities to complete tasks. Provide students with clear, step-by-step instructions on how to complete the task. Walk students through each step of the task. Be available to provide on-going assistance.
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Use examples: Some tasks or assignments can seem abstract so students need to see what a finished product may look like. Students also need a variety of samples that are excellent, proficient, and satisfactory to distinguish differences. Be careful not to overwhelm students with too high of expectations. Teachers need to build skills so students can feel capable of completing the task.
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Positive reinforcement: Everyone appreciates hearing they are doing a good job! Avoid praising innate ability or "natural talent." Dweck's work on growth mindset reminds us that effective feedback focuses on factors within the student's control, such as their effort or resilience. A compliment can be a great way of building a positive culture in the classroom, relationship with the student but also send the message that you see the work...even if it seems that work goes unnoticed.
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Chunk work: Starting a big project is daunting. That is why it is important for teachers to break big projects into smaller tasks. For example, brainstorm answers as a class, use checklists or organizers to scaffold big assignments.
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Check-ins: Students are not learning the same way or at the same time so they require multiple check-ins for understanding and that they are staying on task (e.g., let the student know you will be checking back in 5 minutes, thumbs up check-in). Use a class list to be precise and to write observation notes if needed.
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Cues & prompts: Create discrete cues and prompts you can use to remind the student to focus on a task. It might be best to develop those cues and prompts with the student. For example, if you see that a student is off task, cue the student with an agreed upon hand gesture (e.g., clasping your hands, touching your chin with one finger).
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Get students started: Once you know the student understands the task, ask them to start and let them know that you will be back to check in with them shortly (e.g., “try number one, I’ll come back in five minutes to see how things are going”). Consider beginning a 'getting started' club that allows students to opt-in and have a small group setting to hear the instructions again or ask questions.
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Help students break up tasks: For larger tasks, help the student break the task up into manageable steps so the task is not overwhelming. Provide shorter deadlines for each component of the assignment (every week they submit another section of their assignment). It is important to have a catch-up time built into your plans. Be sure to go around the classroom to see that students have enough time to complete tasks and have a plan for students who complete their work while others are finishing so they are not a distraction.
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Value errors: Normalize mistakes. Think aloud and model your reaction to errors and how they can be useful learning tools.
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​​​​​​​​​​​​​Allow for feedback in process​: Using formative assessment as a regular part of the classroom experience provides a low-stakes feedback loop for students. Students tend to be more courageous and innovative when they receive regular and specific feedback (without the potential risk of lost grades).
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