A site to share and exchange ideas about English – teaching or enjoying it.

Topics abound when it comes to the classroom. Some more famous (positively or negatively) than others, there is an interminable source of subjects to be dealt with, discussed, debated, digested or denied, dissected, detested or merely … got used to (no D-words that fit!).

Giving Instructions is arguably one of the top-ten topics.

I have never met a teacher who was instruction-perfect or error-free as far as instructions go. Learning to deliver instructions is a process, and as such needs practice and good coaching. I strongly defend peer-observation and peer-support, for teachers very often suffer from blurred vision or poor hearing when teaching, so we tend not to notice what goes wrong when we teach. We just know that ‘something’ went down the drain…The observer, however, calmly watches from the crow’s nest and is able to identify our ups and downs. Giving instructions is, more often than not, in the ‘downs’ list.

OK. We know bad instructions can spoil an activity entirely, can totally remove the enthusiasm of a game or can confuse learners to such an extent that the teacher himself ends up changing whatever it is he had planned in the first place to a whatchamacallit he cannot honestly define. Life in the classroom… As it turns out, this is not the worst part. Bad instructions can turn avid learners into lost students, and it may bring upon them a sensation of stagnation in the language learning process that is sticky and extremely difficult to remove. They often think they are the problem, since they do not manage to understand what it is that the teacher wants, causing the activity to fail and their sense of achievement reach profound depths. Sad, but it may happen.

A little less conversation, a little more action, please. What then can we actually do to make instructions more effective and a little more error-free? Simple ideas go below in the order they should happen:

• Attention first. Before starting your instructions grab everyone’s attention and make sure they are 100% focused on you;

• Deliver instructions a bit at a time. Do not throw a paragraph at students. Go sentence by sentence, step by step. If you can simplify your sentences to key words, do it.

• Pause. Pause to give learners time to let what it is you are saying sink in. They need time to process language;

• Give reasons. Say WHY you are proposing an activity and what the purpose is. You are going to practice the Present Simple for routines, or make sentences using a set of phrasal verbs. Students (people in general!) work better when they know why they are doing something. Learners are no different;

• Check. ALWAYS ask students if they understand, and do not be happy with a hasty yes. Probe them, asking them to explain the instructions to you, in their own words, or even in L1, depending on the level. It won’t hurt, you’ll make time and everyone will know what they have to do;

• Model. After explaining and checking, demonstrate with one student, or better still, ask two (if this is the case) students to demonstrate what they have to do to the whole class. This will bring out questions and doubts and make the activity happen more smoothly;

• Monitor. You simply cannot have a marguerita while your students are at work. This is the time to observe, correct on the spot, collect data for further exercises or very importantly, for future praise;

• Stick to your time limit. If you told students they would have 10 minutes to finish the activity, finish at ten minutes, even if some of them are still doing it. This will prepare learners for testing situations with a time limit or better, real life situations, when you do not have all the time in the world to “Find someone who”.

• Give feedback. This is usually better when given to the whole class to avoid embarrassment if correction is needed and also to foster group work if the result was very good. Praise is very positive here, and you may tell your group how well they worked together, helping each other complete a task, or how natural they sounded when making their sentences;

• Collect feedback. Ask students if they enjoyed the activity (so you can repeat it in the future), or if they would change something in it. Or would rather never have it again. A small tip may be the secret you had been looking for to make an activity work or to make a group work;

• Trigger their sense of achievement. Show students for how long they have talked, or how many sentences they were able to produce. Show them they can use this and that item of vocabulary perfectly and this is progress. Ask them what they learnt with the activity and what difference it has made in their learning.

What I wrote above is sheer common sense. It is the result of experience and priceless sharing with my colleagues and students. If you cannot remember it all, here is a three-word summary: keep it simple.

As I said before, good instructions come with practice, patience and perseverance. What works for one group may be a disaster in another, and there are no tried and tested methods. Fine tuning is required at all times, many times. However, every time it works, the reward is a bright smile on everyone’s faces – it worked!

Advertisements

Comments on: "Instructions – are you error-free?" (10)

  1. What a delight to have found your blog last night! It is so interesting that you have read so many things I’ve written (albeit over 10 years ago) and I had never read anything you’d written. You are indeed a great writer just as you were (well, are, I’m sure) a great teacher. Miss you lots, Bete. xoxo

    • My adorable Juliana Banana, wise words… We teachers read so much from our students and they (students) almost never read anything from the teacher. How can sts know if the teacher can write at all so as to be able to ‘judge’ what he, the student, writes??? Excellent point… Maybe we should begin a movement to make teachers produce some sort of text to show students he too can write, and well! And why not, to inspire and motivate students… Anyway, I’m super happy we met again (online though) and will be able to share our teaching thoughts. Thanks for being around, thanks for your mark in my teaching. Unforgettable.
      Take care,
      Bete

  2. Chris Dupont said:

    Great tips, dearest guru. I’m with you: before instructions are delivered, the teacher needs students’ individed attention. A bit on the military side? Maybe. But necessary.

  3. You’re totally right. Order is necessary, and focus too. Otherwise, there’ll be no time for jokes! No fun makes Jack a dull boy! rs

  4. You’re totally right. Order is necessary, and focus too. Otherwise, sts get lost and the time wasted trying to put them in the right path again is a shame. If instructions are clearly delivered/checked, activities work better and results are more meaningful.
    Take care,
    B.

  5. Cíntia Parreira said:

    Undoubtedly giving instructions is clearly the key element for the success of any classroom activity. It does take some time to know what exactly will work for one group and not for the other. However, you’re right when you say that it’s rewarding to see the boost it gives to students’ motivation when they notice they’re able to understand easily what is being asked and consequently, perform the activity. As a teacher I acknowledge the importance of giving instructions, even though it is in my downs list, as you said perserverance is great part of it. I try to be aware of what I’m saying all the time and most importantly, I keep eye contact with students to see if I’m on the right track. Certainly, it requires full attention but, again, it’s rewarding.

  6. Yes Bete! Great post on one of the key issues of our job! It’s worth making sure, first of all, that all stdents are with you. Gradually they will become trained and do it naturally! It might be a rather tough mission if one has disruptive kids in class. Still, it pays off! Sharing and caring can also do wonders! Share with peers and wholeheartedly care for your students.

    • Dear Danuza, you summed it up greatly – it pays off! Definitely the ‘Aha moment” students have when they understand and produce language is the best reward a teacher may have. Thanks for your words.
      Cheers,
      Bete

  7. Oséas Cavalcante Andrade said:

    I like the point of checking. It’s a good one to be considered Bete! That’s quite mandatory at a teacher’s class. In fact, one of the key point when you are trained as a teacher is – Never assume, always check” And if it’s necessary double check to make sure the students are on the right track. Once or twice you do that, students get used to your “way” of teaching and get “trained”. It’s quite useful.

    I stick with you at the point of eliciting ideas from student when they start an activity. It’s rather surprising how much they know, and how much we learn from them. It keeps the “follow-up” activity much smoother, what facilitates both students and teachers work.

    I could keep writing and writing… It’s endless what we teachers have to share.. I have only one thing to say: Keep up with that outstanding blog. It’s a real delight reading you, specially knowing it was written by an excellent teacher I would have loved to have. Greeting from Barcelona, Spain.

    • Oseas,
      You’re right: we always have loads to share. Thank you very much for your words and comment. It’s good to know we can keep in touch.
      Take care. 🙂
      Bete

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: