Newbie 101: Don’t struggle alone – ask away!

Whether it’s clarifying assignment questions, deepening understanding of lessons, or seeking career advice, reaching out to lecturers offers benefits that go far beyond solving immediate problems. Yet many students hesitate, unsure if their questions are valid or fearing judgment. As someone who’s been through the ups and downs of uni life, I’ve realised that asking is one of the smartest moves you can make. This article is here to show you why asking for help is important and how it can lead to both academic success and personal growth. 

Asking questions is a powerful way of learning, as it helps students clarify concepts. When one student asks a question, it can indirectly encourage others to speak up as well.

That was what Dr Adhvaidha Kalidasan, RMIT Professional Communication lecturer, said to me. At its core, university education is about curiosity and learning. Lecturers are not just experts delivering information, but mentors eager to support student development. Whether it’s confirming assignment requirements or understanding what a professor expects, reaching out helps you deliver your best work. When students clarify assignment requirements early, they often avoid unnecessary mistakes and frustration later. And in lessons, going deeper into concepts creates a strong knowledge base that supports both exams and future courses. Henceforth, asking questions creates pathways to better understanding and improved performance. 

Asking the right question is indeed a learning curve, but you can get better with practice. When you approach lecturers with clarity and respect, not only are you more likely to get useful responses, but you also build positive relationships that can support you throughout your studies. 

What I usually do first is prepare my questions in advance. Be specific about what you don’t understand or what kind of guidance you’re looking for. This really shows that you value the lecturer’s time and helps them give you a more focused answer. 

Next, pay attention to the best channels for asking questions. Some lecturers prefer office hours, while others respond best via email, discussion forums, or quick chats after class. If your question is likely to take longer, don’t hesitate to request an appointment. 

Another tip comes straight from Ms Lam Luong, RMIT Professional Communication lecturer: don’t wait until the last minute to ask. If you only reach out right before a deadline, you’ll be stressed, your options will be limited, and you won’t have time to use the feedback effectively. Asking early gives you space to think, try out suggestions, and improve your work. 

And one last tip: always say thank you. A simple expression of gratitude goes a long way in reinforcing positive interactions and encouraging lecturers to keep supporting you. 

Despite its benefits, asking for help is not always easy. Many students face internal and external barriers that hold them back. 

Fear of judgment is one of the most common challenges. Some worry that their questions may seem “stupid” or that lecturers might view them as unprepared. Some feel unsure about how or when to ask or even what questions are appropriate. Others struggle with confidence or perfectionism, feeling they should figure things out independently. 

I still remember the first time I went to a lecturer’s office for a consultation. Honestly, I was nervous and a bit insecure. I had overheard classmates asking really advanced, academic questions, and it made me worry that my own question was too simple. I kept thinking, “What if they judge me for not knowing this already?” That fear almost stopped me from going in. But when I finally asked, I realised my lecturer genuinely appreciated the effort, and my “basic” question turned out to be exactly the starting point I needed to understand the lesson better. 

Understanding these difficulties is the first step to overcoming them. Remember, lecturers are there to help and expect questions. That’s part of their role. Embracing a mindset that sees asking for help as a strength rather than a weakness can empower students to take initiative. Students are encouraged to view lecturers as approachable allies rather than distant authorities. Open communication benefits both students and educators, creating a more dynamic and effective learning environment. 

The effects of asking for help extend beyond immediate academic gains. Students who engage openly with lecturers often develop stronger communication skills and a growth mindset. 

These conversations foster confidence in seeking resources and advocating for oneself, a vital skill both in and out of university. Furthermore, lecturers can sometimes become mentors, opening doors to research opportunities, internships, and professional networks. 

The habit of asking questions regularly also encourages active learning. Instead of passively absorbing information, students take charge of their education, leading to deeper engagement and satisfaction. 

Asking for help is a simple yet transformative act that can make all the difference in a student’s university journey. It turns challenges into opportunities, builds meaningful connections, and drives both academic and personal growth. Embracing help-seeking as part of the learning process allows students to navigate assignments, lessons, and career decisions with clearer direction and greater confidence. 

For those standing on the edge of uncertainty, remember this: no question is too small or insignificant. Every question you ask brings you closer to success. 

Story: Nguyen Minh Chau, a Professional Communication student at RMIT Vietnam. This article does not reflect the views of RMIT Vietnam.