Help Offered Student Survey
Help Offered Student Survey
Embedded Files
Using a help offered survey...
Supports connection through the class getting to know each other
Identifies interests
Establishes procedure that asks students about their interests and uses it regularly throughout the year.
Implementation
Implementation
Overview
The teacher asks all students to complete a “help offered” survey.
They are asked to outline areas of interest and expertise, and then the results are posted for others to see.
If students receive help from classmates, they are asked to leave a comment endorsing them on the posted survey.
Some students can help with throwing a football; others can help with spelling.
The offer ads stay up for the class to use throughout the year.
Core Components
Should be used throughout the year
Displayed as a resource
Time provided for the utilization of the surveys continuously throughout the year
Proactive Implementation
Starting the year/semester off with a help offered survey allows for the maximum impact. The results are hung within the room and consistently referenced throughout the class.
Responsive Implementation
Responsively implementing the help offered survey may result from a need to elevate students and allow deeper connections. The survey can be introduced the same way as the proactive approach but a conscious effort must be made to promote the use of the survey.
Bucket fits
Bucket fits
Connection
If the need is connection then students may be provided with a time within a week or even day where the help offered survey is used and the connections are built.
Skills Training
If the need is skill building then the results may be both academic, social, and interest related.
Awareness
If the need is awareness then time for a class gallery walk may be used where students can review all help offered surveys of their peers to understand what actually is available.
Emotional Regulation
If the need is regulation then a help offered survey may be combined with a learned expert coping/regulation skill. This expertise can be used authentically to support peers and their selves.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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