1.When someone cries for help we instinctively want to dive in and help. I am all for responsive teaching, but when students “get stuck” rushing to their side is not always the most appropriate course of action. 2. Sometimes it is best to stand next to the lifebelt and watch them struggle. Better still, just walk away – because the deep water they think they are in is often just a couple of centimetres. 3.No-one likes being stuck. It can make you panic and it can get your heart rate right up. But intellectual activity is like that if it is challenging and getting stuck is part and parcel of the learning process.

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In the real world, students encounter problems that are complex, not well defined, and lack a clear solution and approach. They need to be able to identify and apply different strategies to solve these problems. However, problem-solving skills do not necessarily develop naturally; they need to be explicitly taught in a way that can be transferred across multiple settings and contexts.

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