Case
Reliant student

I work with a student every day during math class and assist him with his practice problems. Typically, we will do one problem together then he will try to do the problem on his own. Recently, he will understand how to do the problem with my assistance but when he starts doing it on his own he says he doesn't know how to do then asks me for help. What should I do?

Posted on: 10/11/21 | Views: 205
Solution #1
I would try breaking the lesson or problem into parts or steps. Then reminding the student the name or number of the step when they begin to struggle. This will help them remember the steps and build their confidence so they don't need you to do it every time.

I would ask the student to show you their work, so that way you can see what sections they are getting caught up on. It may be that they are simply unconfident in their abilities, or that there is a section that they have an issue with that is being skimmed over when you work together.

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Solution #2
I have had this problem before, and I have been told that if they fully understand the content but ask for you anyway, they either want attention or need a "body double" to be next to them to complete it. Either way, this could be solved by pairing this student with another who is a high achiever and having them sit next to each other. Don't ask them to talk to help each other, just be close by. This might fulfill the student's need for a body double, or give them the attention that they need.
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Solution #3
This is a huge part of your job. Does the student have an IEP (individualized education plan) or do they have any necessary accommodations? Have you asked their other teachers if this is normal for them? With mathematics it is important to spend extra time with students who do not understand - maybe the way you are teaching the lesson makes him feel lost. Think about the growth mindset when it comes to mathematics.

Adapting the structure of the lesson may help the student build confidence in their individual work.

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Solution #4
I would help him do step-by-steps, or have him write those steps on a separate sheet of paper. That way, he can guide along to the step-by-steps without needing your help as it is visually written down for him. Teachers are mentors, so we're always meant to help regardless.
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Solution #5
I think a good solution would be when you and the student works together to solve the first problem, you start to introduce less instruction until the student is able to continue with the assignment by themselves. Like riding a bike, it takes practice and patience. be sure to use open questions to get the student thinking on how to solve the problem.
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Solution #6
Math is 100% visual. For students to comprehend what they are doing, they have to know why they are doing it. I will present the problem. From the problem, I would have the student identify what they are being asked to solve and how they are being asked to solve it. As they talk themselves through the problem, it will turn into a story instead of cooking recipes. This will allow the student to get started. Getting them to the finish line will require them to finish the story.
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Solution #7
Break It into steps and see what step he gets stuck in. this will identify what practice the student needs.
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Solution #8
My students get like this all the time. You need to be firm in your response that they know how to do it on their own. Remind them of times they have done it before and encourage them.
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Solution #9
He might be having a hard time remembering what he just learned. I would come up with a way that he can better memorize each step
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Solution #10
encourage him to answer the questions using his own brain instead of yours
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