ABSTRACT
Students may struggle to get started, even if they have planned to do so. If they are unsure how to start, teachers can seek to explain more clearly, provide models, or offer defaults, which remove the challenge of deciding how to begin. If students lack confidence, teachers can make the task seem smaller, begin by revisiting past learning, and make it hard to get the first step wrong. Teachers can also provide practice before asking students to work independently—helping students to gain confidence and experience of success. Each of these strategies must also be balanced with its potential disadvantages: teachers must make starting easy, while continuing to challenge students.
