¿Qué hacer si los estudiantes tienen dificultades con la orientación y el apoyo durante las tareas delegadas?

Use a Socratic approach - ask questions to guide them in finding the right approach. Suggest readings to guide them to discover for themselves what they need. If it is a physical task, explain, demonstrate, then let them do it with you reviewing. The main thing is to give them the guidance to do it themselves - and if needed let them fail and then review why it failed with them. Students can learn more from failure than success - if they succeed, they already have the skills. If they fail, they start to learn their limits and gain direction on approaches to overcome them. This may lower overall productivity, but the primary reason higher education exists is education. Professors, if research is number 1 to you, get a think tank job.

I can say from experience that some children are born with the ''I'll do it'' attitude and they do not care for guidance because they enjoy the challenge of figuring it out on their own. Some students have been ridiculed at home therefore, by the teacher trying to help it makes them feel 'less than'. They might see it as you implying they aren't smart enough for the task. Or maybe they are just obstinate and don't want to be told how to do something. So the first step is definitely to assess the situation before going any further.

Make sure students understand the task's objectives, requirements, and deadlines. Break down complex tasks into smaller, manageable steps.

Provide an example and solve it together with the students. By practising solving a similar problem, you will help them grasp the principles needed to solve the delegated task.

Offer examples or models of completed tasks to illustrate expectations. This visual aid can help students comprehend what is expected of them.

nitially, provide structured support such as templates, outlines, or guided prompts to scaffold students' understanding. Gradually decrease support as they become more confident.

Offer constructive feedback on students' progress, highlighting strengths and areas for improvement. Feedback should be specific, actionable, and focused on the task's objectives.

I think that the word 'task' in the article's question is pertaining to some sort of creative art or other type of project and in that case it's simple, all I have to do is show them how horrible I am at art stuff and it immediately boosts their confidence level. As soon as they are done laughing at my goofy artwork their defenses go down and they are open to receiving guidance.. 1. Assess 2.Clarify/Example 3.Modify