If our instructions are poor, what happens? Well, the students won’t know what to do, so in fact, nothing happens. Poor instructions are too long, they’re too complicated, and so the students can’t understand them.
So, what makes instructions effective? Well, good instructions.
Good instructions…
- Use simple language.
- They’re short, so they’re easy for the students to understand.
- They’re audible.
- They’re logically ordered, so we tell them what to do first.
- And also, they come one by one. Students only need to know what to do next; they don’t need all the instructions at once.
We can help our students understand instructions by…
- Using the board—writing your instructions on the board.
- By demonstrating to them what to do.
- Doing an example.
- Showing them the materials that we want them to use.
- Using gestures.
- And by checking instructions, using ICQs—Instruction Checking Questions. For example, “Are you going to speak, or are you going to write?”
And what’s the process?
- Well, first of all, you need to get your students’ attention.
- Then, you need to tell them to listen.
- Then show them the materials that you’re going to use.
- And then give the instructions.
- Check the instructions.
- Set a time limit, for example, “You’ve got two minutes.”
- And then let them start. But then monitor them. Check that they’re on task, check they’re doing what you want them to do.
So, that’s the secret of giving effective instructions.
Join us next time for number 19, looking at Homework.
