Helping Students to Overcome Learned Helplessness Part II

17 Ways to Combat Learned Helplessness in the Classroom By Sarah Tantillo
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Tantillo says:

5. Prep students to apply generalized strategies

IF: You focus on the specific task/text/problem at hand without inviting students to apply a generalized skill/strategy...

THEN: They will miss the opportunity to access the tools in their toolbox. They might even forget that they possess relevant skills/strategies.

SO DO THIS INSTEAD: Teach and name STRATEGIES, then remind students to use them when faced with challenges. Not “What should we do here?” but “What strategy should we use in a situation like this?” Provide clear steps for strategies. Prepare students to the point where, if you call out the name of a strategy, they immediately go into action.

Bridget & Brooke say:

• We really liked the idea of naming the strategy. This helps cement the strategy you are teaching in your student's minds. Being as specific as possible is also helpful.
• Asking students to name a strategy when they are challenged by something also give them the permission to use trial and error. 
• TPEP Criteria Connection: 2.4- "Teacher provides scaffolds and structures that are clearly related to and support the development of the targeted concept and/or skills. (Students use scaffolds across tasks with similar demand)."

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Tantillo says:

6. Give them the skill set and time to revise
IF: You provide written feedback to students with many details about grammar, diction, organization, etc., in isolation...

THEN: Students learn to depend on others to revise their work and can’t recognize their own mistakes.

SO DO THIS INSTEAD: Teach revision strategies (i.e., outlining their own essays to ensure coherence, classifying fragments and complete sentences, fixing run-on sentences, checking for consistent verb tense, etc.) and build in time for students to revise work –with your feedback on revisions.

Bridget & Brooke say:

• Teachers often give kids rubrics to use to use as success criteria, but then write all over their work showing them the mistakes-- it's hard not to sometimes. Just using the rubric as their feedback will help them see where they need to make revisions. It's also a lot less work for teachers!
• Time for revision or to review any misunderstandings is just as important as kids learning the skills for the first time. Making time is key, even if it feels like you have none. 
• TPEP Criteria Connection: 2.5- Teacher frequently (...consistently...) uses strategies for the purpose of gradually releasing responsibility to students to promote learning and independence."

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Tantillo says:

7. Keep them on their learning toes
IF: You rarely use turn-and-talk and cold-calling...

THEN: Students recognize that only peers who raise their hands will get called on, so they can sit back and wait for others to do the work. Also, students who want to speak can become intimidated by those who tend to dominate the conversation.

SO DO THIS INSTEAD: Use purposeful turn-and-talk (and have students take notes sometimes) with cold-calling to increase engagement and accountability for performance. Find a way to randomize cold-calling (i.e., use note cards with student names that you shuffle through). Other times, plan your cold-call (choose a few who are typically middle-of-the-road in understanding, one high, and one struggling student).

Bridget & Brooke say:

• Popsicle sticks can be your best friend when it comes to cold- calling, too. Making class cans to keep your popsicle sticks in can be time consuming at the front end (especially if you teach semester classes), but totally worth it in the end. 
• Fairness in the classroom is always in the forefront of teacher's minds-- this strategy helps ensure you are giving everyone a fair shot at answering your question/prompt.
• Want to join in on the fun? Put YOUR name on a stick and put it in the can. Kids get a kick out of the teacher getting cold-called. :)
• TPEP Criteria Connection: 5.6- Classrooms norms are evident and encourage risk-taking, collaboration, respect for divergent thinking and students' culture. Teacher and student interactions frequently align with the norms. 

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Tantillo says:

8. Set the stage for cold-calling
IF: You cold-call without using stop-and-jot or turn-and-talk first...

THEN: Students feel put on the spot, are not held accountable and they are more inclined to opt out.

SO DO THIS INSTEAD: Give students a chance to think by writing something down and/or sharing with a partner before you cold-call.

Bridget & Brooke say:

• Being called on when you don't know the answer or don't have enough time to think can feel scary and embarrassing. Always provide time for kids to think through what you have just asked. 
• Talking  and/or writing through their ideas will also help kids manage their anxiety about "maybe" getting called on. 
• Setting the stage for cold-calling also helps kids learn from one another. Remind kids, if they aren't using their own idea and they are called on, give the person who had the idea credit for their answer. Example,  "I wasn't sure what the answer was until I talked to Tate and he said..."
• This time also gives kids who are knowledgeable but are slower processors time to think and respond.
• TPEP Criteria Connection: 5.5- Teacher and students demonstrate appropriate teacher-student and student-student relationships that foster students' well-being and adapt to meet individual circumstances. Patterns of interaction between teacher and students and among students indicate that all are valued for their contributions. 

Bridget & Brooke