Seek and Offer Help

Students seek and offer academic, social, and emotional help from peers, their teacher(s), and other resources using effective, relevant inquiry methods, such as asking clarifying questions or for a prompt to begin the next step of a problem. To do this, teachers believe that students are capable problem-solvers who are able to generate worthy solutions.(Adapted from New Teacher Center Indicator Rubric)

RANDA Connections: IIC, IIIA, IIIF

What the Research Says...

Deeper Learning: A Collaborative Classroom Is Key: How teaching students to listen and ask good questions creates a collaborative and deeper learning environment.
Teaching Students to Ask Questions Instead of Answering Them: The case for teaching students to ask questions as way to promote independent thinking.

Coaching to Seek and Offer Help...

In order to develop a teacher's capacity to support students to Seek and Offer Help, the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions.

The following resources align with the continuum:

Supporting Students to Identify Academic, Social, and Emotional Needs
Developing Systems for Students to Provide Feedback on Their Sense of Belonging
- Student Assessment of Classroom Culture
Supporting Students in Becoming Capable Problem Solvers
- Problem Solving for Preschoolers
- Problem-Solving Strategies by Age Group

Related Teacher Practices, Student Actions, and Classroom Interactions...

Promote Learner Agency

Self-reflect and Self-regulate to Support Their Individual Learning Needs

Openly Take Intellectual Risks

Shift Academic Struggle

Show Care For Students

Commit To Respect Diversity and Learner Variability

Convey Confidence That Every Student Can Meet High Expectations and Grow

Connection to District-Wide Professional Learning

The indicator "Seek and Offer Help" supports teachers' ability to create the conditions for students to reflect on their academic, social, and emotional needs and advocate for themselves. During discourse the teacher must establish routines and structures for student discourse that ensure each student has the opportunity to reflect and identify their needs.