Giving Effective Instructions
Importance of Effective Instructions
Learn how giving effective instructions contributes to effective classroom management.
Characteristics
Learn what characteristics make instructions effective.
Creative Examples
How to use enforceable statements and “when-then” statements.
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THE IMPORTANCE OF EFFECTIVE INSTRUCTIONS
Teachers give directions and instructions continuously throughout the day (e.g., open your book to page 17, come to the carpet area, walk quietly, raise your hand and wait to be called on before speaking). The goal is to have students follow these behavioral instructions the first time. When students move about the classroom efficiently, this maximizes time for academic learning.
When teachers use effective instruction they set themselves, and their students, up for success by maximizing the likelihood that students can and want to follow the instruction. By making small changes in the way instructions are stated, you can increase clarity and compliance. When you praise those who follow instructions and give feedback to those who don’t, you teach students that your instructions are important.
Scientists have identified characteristics of instructions that can help teachers achieve this goal. This handout describes some of those characteristics.
CHARACTERISTICS OF EFFECTIVE INSTRUCTIONS
- Gain child’s or class’ attention
- John [pause to gain eye contact], “please put your glue in your desk.”
- Clap your hands 3 times to gain students’ attention
- Give only one or two instructions at a time
- Be specific
- “Put the markers and glue in the bin” (instead of “clean up”)
- Phrase the instruction in the positive
- “Sit quietly” (instead of “stop talking”)
- “Put your hands on your desk” (instead of “stop touching the scissors”)
- Phrase the instruction as a statement, not a question (if you ask, you are giving the child a choice)
- Use a neutral tone of voice
WHAT YOU DO AFTER THE INSTRUCTION MATTERS
If you want your instructions to seem important, it is critical that you follow-up after giving the instruction.
PRAISE students who follow an instruction. This makes children feel good and makes them want to follow your instructions. Praise increases the likelihood that students follow instructions in the future and enhances positive student-teacher relationships. Ultimately, such compliance leads to greater on-task behavior and less disruptive behavior.
GIVE FEEDBACK to students who do not follow instructions. Do so in a neutral tone of voice.
Re-state the instruction with a warning, a choice, or a motivator:
- Put the marker in the bin or you will lose a dojo point
- Put your hands on your lap or move back to your desk
- Put your book away so that we can start story time
CREATIVE ALTERNATIVES
If you do not intend to or do not have the time to follow-up on an instruction, you can use:
- Enforceable Statements or
- Statements of Affairs
An Enforceable Statement tells the students what YOU will be doing and creates the expectation that they will follow:
- I will start on page 48
- I will line up students when the room is quiet
- I will offer assistance to students who are using our “I need help” hand gesture
By using enforceable statements, you reduce the need for corrective feedback or conflict over noncompliance.
Statements of Affairs, simply tell students what is going to happen or what is important. With strategic language, you state the importance of the behavior or use a “when-then” statement:
- When you are quiet then we can line up for lunch
- It is important to transition quietly so we don’t disturb other classes
- It is important to put your name on your paper so you get credit
- When all students have finished turning in the papers, then we can start our story time
RESOURCES
10 Ways to Teach Students to Follow Directions – The Owl Teacher
How to get students to follow directions the first time (thecornerstoneforteachers.com)
Give effective instructions overview – YouTube
The 5 Second Solution for a Talkative Class – YouTube
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