Note that giving instructions is an art and is a course taught at most universities in the Communications Departments.
Keep It Simple
Whenever you give instructions or directions, KEEP IT SIMPLE. Let students find ways to make activities and exercises more challenging if they feel the need.
Here are some suggestions:
- Be VERY specific
- Read the directions over pretending you are a six-year-old
- Look for ways to misinterpret them
- Number the steps
- Check to make sure the language is simple
- Check to make sure the sentences are concise
- Make sure the pronouns won't be misunderstood
- Write them in large letters and post them where the students will see them
Example: Instead of saying, "After you're done page 32 in your workbook, do a the past tense work sheet, and put it in the basket on my desk when you’re done. If you don’t finish by the end of class, it’s homework. Don’t forget to write your name."
Say, and then write on the board:
WHEN YOU FINISH PAGE 32
- Get a worksheet from my desk called "Water Words."
- Put your name on it.
- Do all the exercises.
- When you have finished the worksheet, put it in the "IN" basket on my desk."
- If you haven’t finished the sheet by lunchtime, put it in your homework folder and do it for homework.
One sin that most teachers commit is that of giving the children directions too often. While it is very true that you should give the children directions in the clearest way possible, don’t fall into the trap of giving them over and over again. It is very difficult to keep from repeating directions when a child is earnestly asking you what to do. It is essential, however, to resist the temptation.
The problem is that, while you give your clear directions, several children will not pay attention, preferring to get their directions from you personally. If you repeat the directions over and over, you are allowing the child to develop lazy listening skills.
When you have given the directions, ask the children if there are any questions about what they are to do. You might even have a child repeat the directions back to you. In the beginning you should remind the children that you will not repeat the directions, so they had better listen very carefully.
Then follow through. This is the hard part. Some children, often the good, sweet ones, will try you out to see if you really mean what you said. Mean it! Don’t make exceptions unless the child was out of the room when the directions were given. Children are resourceful. They will get the directions from another child. I have to admit that I looked the other way when they were asking their friends for the assignment. It won’t take too long before the children see that you really mean it and will begin listening to your directions the first time. This is excellent training in good listening skills.
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