Asking for academic help.
Apirl 2023 | The Learning and Wellbeing Team
Over 90% of students report that they have need help for something they were trying to learn in class and did not ask the professor for help. Students cite several reasons for not asking for the help they need, most of which are based on some worry or doubts about what the professor might say — if I ask for help the professor is going to think I am stupid or that I will be wasting the profession’s time.
Asking for help can be terrifying, especially if you have never asked for help before. and answering questions in class is extremely hard and often nerve-wracking. It is, however, somewhat mystifying that students don’t ask for help when they need it — even though it is the professor’s job to help you learn the material. Need help and never asking for help is never a good plan. Not getting the help you need, means that you will submit a paper or write an exam without being completely prepared. That’s a missed opportunity that will cost you eventually, if it hasn’t already.
There are many different kinds of help, that ranges from talking to the professor, getting help from classmates, doing some research online, to hiring a tutor. Each of these has an important role to play. There are also a lot of different barriers to getting help and making the most of it.
How to ask a prof, instructor or teaching assistant for help:
Professors, instructors and teaching assistants will be most helpful when you show up demonstrating that you have done something before asking for help.
Professor, I have been ___________ (e.g., working on the paper / studying for the midterm). I have one or two questions about how to go about _______ (e.g., the discussion, analysis, etc.). I was wonderig if you could (e.g., clarify the goal of this section, clarify the meaning of _________, and give me some feedback on my analysis). I was thinking that _______. Thank you.
Comment: The first part of the request, indicates that you have a very specific request. If you show up and just say, I need help with my paper that is not likely to elicit very much support. It might, but you will be far better off, if you indicate that you have tried something. Whatever you have done (even if it is very little), reminds the professor or teaching assistant that you are working and have done something. The second part is your ask (i.e., what you want). And the third part is a statement of what you think and what you have done. This kind of approach is demonstrating that you are trying. Again, you are more like to recieve some help if you show up with something — even if it is very good or not fully developed.
Change the way you think about asking for help
Many students at any stage of their studies will often feel like asking for help will be seen as a waste of someone’s time or as evidence that you are not very smart, not being very prepared, or not being very capable (i.e., as someone who needs help).
If you see asking for help as any one of these things (e.g., a waste of the professor’s time), you will probably not ask for help. This is a significant barrier that you will need to overcome. Here are three different ways to view asking questions that can make it easier to ask.
#1: View asking questions as problem solving.
If you see asking a question a problem solving, it will be easier. You are simply looking for the information to solve a problem — whatever that is.
#2: View asking questions as relationship building
Helping others, in most instances, is a rewarding experience. You have probably felt good in being able to help someone out. Answering someone else’s question make you valuable to others and to your organization. In asking a question, you are giving the other person to be helpful to you and the organization. And it gives you an opportunity to remind others that you would be happy to return the favour and help out whenever you can. Having a network of people you can reach out to when something comes up will be one of the most important assets you and everyone else at work will have.
#3: Don’t over estimate the chance that someone will say no.
The research on asking for help has shown the people tend to dramatically understimate the probability that someone will grant them their request. People are far more likely to grant a request, do a favour or offer help than we think.
How to ask classmates for help:
Professors, instructors and teaching assistants will be most helpful when you show up demonstrating that you have done something before asking for help.
Professor, I have been ___________ (e.g., working on the paper / studying for the midterm). I have one or two questions about how to go about _______ (e.g., the discussion, analysis, etc.). I was wonderig if you could (e.g., clarify the goal of this section, clarify the meaning of _________, and give me some feedback on my analysis). I was thinking that _______. Thank you.
Comment: The first part of the request, indicates that you have a very specific request. If you show up and just say, I need help with my paper that is not likely to elicit very much support. It might, but you will be far better off, if you indicate that you have tried something. Whatever you have done (even if it is very little), reminds the professor or teaching assistant that you are working and have done something. The second part is your ask (i.e., what you want). And the third part is a statement of what you think and what you have done. This kind of approach demonstrates that you are trying. Again, you are more like to receive some help if you show up with something — even if it is very good or not fully developed.
Getting help on line:
Professors, instructors and teaching assistants will be most helpful when you show up demonstrating that you have done something before asking for help.
Professor, I have been ___________ (e.g., working on the paper / studying for the midterm). I have one or two questions about how to go about _______ (e.g., the discussion, analysis, etc.). I was wonderig if you could (e.g., clarify the goal of this section, clarify the meaning of _________, and give me some feedback on my analysis). I was thinking that _______. Thank you.
Comment: The first part of the request, indicates that you have a very specific request. If you show up and just say, I need help with my paper that is not likely to elicit very much support. It might, but you will be far better off, if you indicate that you have tried something. Whatever you have done (even if it is very little), reminds the professor or teaching assistant that you are working and have done something. The second part is your ask (i.e., what you want). And the third part is a statement of what you think and what you have done. This kind of approach is demonstrating that you are trying. Again, you are more like to recieve some help if you show up with something — even if it is very good or not fully developed.
Should I be hiring a tutor?
Professor, I have been ___________ (e.g., working on the paper / studying for the midterm). I have one or two questions about how to go about _______ (e.g., the discussion, analysis, etc.). I was wonderig if you could (e.g., clarify the goal of this section, clarify the meaning of _________, and give me some feedback on my analysis). I was thinking that _______. Thank you.
Comment: The first part of the request, indicates that you have a very specific request. If you show up and just say, I need help with my paper that is not likely to elicit very much support. It might, but you will be far better off, if you indicate that you have tried something. Whatever you have done (even if it is very little), reminds the professor or teaching assistant that you are working and have done something. The second part is your ask (i.e., what you want). And the third part is a statement of what you think and what you have done. This kind of approach is demonstrating that you are trying. Again, you are more like to recieve some help if you show up with something — even if it is very good or not fully developed.
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Sources:
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