Use the least help that allows successful participation.
The goal is not zero support. The goal is purposeful support that follows the teacher’s plan, creates success, and can be reduced as the student becomes more capable.
Wait
After a clear direction or question, allow enough processing time before adding another prompt.
Prompt as planned
Use the assigned sequence and avoid stacking several verbal reminders, gestures, and models at once.
Fade and observe
Reduce proximity or assistance when the student responds, then report what they can do independently.
“Check the first step on your task card.”
Pointing the student toward a planned support is often less intrusive than repeating the entire direction or doing the first step for them.
Do not prioritize finishing over learning, answer questions directed to the student, keep a hand on the student’s materials, or provide constant commentary while they work.