3.3 Provide an appropriate level of assistance to enable learners to experience a sense of achievement, maintain self-confidence and encourage self-help skills in the use of ICT

This guide will help you answer 3.3 Provide an appropriate level of assistance to enable learners to experience a sense of achievement, maintain self-confidence and encourage self-help skills in the use of ICT.

Assisting learners with ICT tasks means giving enough help to keep them progressing, but not so much that they become dependent. The aim is to allow them to succeed through their own effort. This balance helps them feel proud of their work and supports confidence.

Start by watching how much the learner can do alone. If they can open a programme and type without help, then your assistance may only be needed for more complex steps. Avoid completing tasks for them when they are capable of trying on their own. Give small hints and prompts rather than entire solutions.

Ways to give the right level of assistance while encouraging independence:

• Pause and let the learner try before stepping in
• Give step-by-step verbal cues rather than taking control of the mouse or keyboard
• Praise correct actions to reinforce them
• Ask guiding questions such as “What might happen if you click that icon?”

Encouraging a Sense of Achievement

A sense of achievement helps learners feel motivated. They are more likely to attempt future ICT tasks with enthusiasm if they have succeeded before. You can encourage this by breaking tasks into smaller stages so they have more chances to reach goals.

For example, when teaching a learner to create a document:

1. Stage one: Open the correct programme
2. Stage two: Type a heading
3. Stage three: Save the document in the right folder

Each stage completed brings a sense of progress. Give positive comments after each step, rather than waiting until the task is finished. This builds momentum.

You should recognise effort as well as results. If a learner has tried a new method or function, give praise even if it needs correcting later. Effort shows they are engaged with the process.

Maintaining Self-Confidence

Confidence in ICT grows when learners feel capable. This can be damaged by constant correction or by taking control away from them. Support their confidence by staying calm and encouraging.

Avoid immediate criticism after mistakes. Instead, turn mistakes into learning points. Instead of saying “That is wrong”, you might say “Let’s see what happens if we try it this way”. This keeps confidence intact while guiding improvement.

Offer reassurance if the learner feels frustrated. Phrases such as “You are nearly there” or “That’s a good start” help stop a negative spiral. Keep your tone positive.

If a learner struggles often, remind them of previous successes. Showing that they overcame problems before can increase their belief in their own ability.

Encouraging Self-Help Skills

Self-help in ICT means being able to work through problems without always asking for help. This includes knowing how to use basic tools, learning where to find instructions, and experimenting safely.

To promote self-help:

• Introduce learners to help menus and online tutorials
• Show them how to search for answers using safe and reliable sources
• Encourage them to remember and re-use solutions from past tasks
• Remind them to save work regularly to prevent data loss

Self-help skills prepare learners for independent study or work. They develop resilience and adaptability for different ICT systems.

Using ICT to Promote Independence

ICT offers many tools that can guide learners without constant supervision. Interactive tutorials, hint prompts in software, and visual cues can support independent work. The role of the teaching assistant is to point learners towards these aids, rather than provide all answers.

Where possible, allow learners to explore menus and buttons. Many will spot features they have not used before. Ask them to explain what they think these features do. This builds awareness and confidence with software environments.

Encourage learners to write down sequences they use to complete tasks. These become personal guides they can follow later without help.

Timing of Assistance

Knowing when to step in is as important as knowing how much help to give. Step in too quickly and you remove the chance for the learner to problem-solve. Step in too late and they may lose focus or confidence.

Use observation to judge timing:

• Watch body language and facial expressions for signs of increasing frustration
• Listen for long pauses or repeated clicking without progress
• Step in only after they have clearly tried different approaches

Quick guidance can restore progress without taking over the task.

Adapting to Individual Learners

Different learners will need different levels of assistance. Age, experience, confidence, and personal interests all affect how they respond to ICT tasks.

For younger learners or those new to ICT, guidance might include simple explanations and frequent checking. For more experienced learners, you might only give occasional prompts.

Be aware of learners with specific needs. For example, someone with visual difficulties may need larger icon sizes or screen magnification. Give them tools that make ICT use easier so they can work independently.

Building Step-by-Step Scaffolding

Scaffolding means supporting a learner’s work in stages, then gradually removing the support as they become confident. This is useful in ICT skills building.

Example scaffolding for creating a spreadsheet:

1. Demonstrate opening the software
2. Assist with typing column headings
3. Prompt them to enter data
4. Guide them through basic formatting
5. Let them create a second sheet without guidance

By reducing input over time, the learner gains confidence and independence.

Using Feedback Effectively

Feedback should guide improvement while encouraging future effort. It must be clear, specific, and positive in tone.

Effective feedback in ICT assistance:

• “You found the right menu, now look for the insert option below”
• “Good use of bold text here, you could make your headings stand out more”
• “That was the correct shortcut, well remembered”

Avoid vague statements like “good job” without detail. Specific feedback helps learners know what to repeat in future.

Encouraging Peer Support

Learners often benefit from helping each other. Setting up peer support can reduce reliance on the teaching assistant. It also reinforces self-confidence, as teaching others can confirm personal understanding.

Arrange activities where learners pair up and share ICT tips. For example, one may show another how to add an image to a document, then swap roles. This creates a cooperative learning environment.

Managing Frustration

ICT tasks can cause frustration, especially if software freezes or if learners make repeated errors. Your role is to keep frustration low so progress can continue.

Techniques include:

• Suggest short breaks for difficult tasks
• Switch to a simpler task before returning to the challenging one
• Encourage learners to try again using a slightly different method
• Keep a calm atmosphere and avoid rushing them

This helps learners persist despite setbacks.

Encouraging Curiosity with ICT

A curious learner will explore ICT functions voluntarily. Encouraging curiosity strengthens independence and self-help skills.

You can encourage curiosity by:

• Allowing free time for learners to experiment in safe ICT programmes
• Setting small challenges, such as finding new formatting styles
• Asking reflective questions like “What do you think this option will do?”

Curiosity leads to discovering functions without waiting for instructions.

Recording Progress

Keeping simple records of ICT progress helps both you and the learner see improvement. This supports confidence and shows a clear path of skills gained.

Records can include:

• Checklists of skills completed
• Screenshots of finished work
• Self-assessment forms where learners rate their confidence in each area

Review these records regularly, and celebrate new achievements.

Balancing Assistance and Challenge

Your support must not remove challenge entirely. Challenges stretch ability and keep learning active. Give enough help to avoid complete failure but allow learners to tackle new, harder tasks.

If a learner has mastered basic word processing, move them onto tasks involving tables or mail merge. Keep your assistance minimal at first so they can discover solutions.

Too much assistance can cause dependence. Too little can cause frustration. The balance shifts as learners improve.

Final Thoughts

Providing the right level of ICT assistance is about careful observation, timely intervention, and a strong focus on independence. When learners feel they have achieved something largely through their own effort, their confidence grows naturally. Over time, they will need less direct help and will rely more on self-help skills.

Your role is to guide without controlling, to encourage without over-praising, and to create opportunities for success. By combining encouragement, the right amount of challenge, and tools for independent learning, you support learners in becoming confident ICT users who can solve problems on their own.