instructions in the classroom

Instructions in the Classroom

LTC Eastbourne © 2014

Martin Sketchley

Today’s Training Session

Preparing and delivering instructions

Good and poor classroom instructions

Preparing instructions for a range of classroom based activities

Incorporating ICQs in the classroom

Further reading to learn more

What are instructions?

Instructions are given when setting up and delivering activities in the classroom.

They are needed so students know what they have to do.

All teachers are expected to deliver instructions during a lesson whatever the activity.

Instructions provide an opportunity for authentic listening for students.

Instruction Giving: Listen!

Good & Poor Instructions

Write down your own ideas for good and/or poor instructions

Work together in small groups

You have three minutes

Share your ideas after three minutes

Good & Poor Instructions

Clear and graded language

Support instructions with gestures

Ensure all students are engaged

Check all students have understood instructions

Good Instructions Poor Instructions

Using confusing and vague language

Talking around the task

Lack of eye contact

Handing out worksheet and then giving instructions

Support Classroom Instructions

You can support classroom instructions by:

• using gestures, facial expressions, your hands and intonation

• sometimes using pictures or real objects

• writing up key instructions/rules on the whiteboard

Think of Gestures

Stand up.

Work on your own.

Five minutes left.

Quieten down.

Listen to me.

Give a longer answer.

Please stop talking now.

Stop a noisy student talking.

Listen to her.

Can you repeat that?

Think of gestures you could use for the following instructions

Planning Instructions

You will be given materials from different coursebooks

Instructions will be for different activities (listening, role-play, etc)

Instructions shall be practiced

Work together in your groups

Peer feedback will be provided after the instructions

What Are ICQs?

ICQs are “Instruction Concept Questions”

Can be used to check understanding of instructions

They can be tailored to the relevant task

Don’t patronise students

Contain two options so students can respond with ‘x’ or ‘y’

http://efl-resource.com/icqs-making-sure-your-students-know-what-to-do/

ICQ Preparation

Plan your own ICQs for different activities: “Do you work alone or in groups?”

You shall remain in groups and peer feedback shall be given

Remember CCQs are different to ICQs: do you know the difference?

Instructions & ICQs: Additional Reading

Further reading available:

• “Learning Teaching” (2011) by Scrivener

• “The Practice of English Language Teaching” (2007) by Harmer

• “Classroom Management” (2013) by Scrivener

Online reading:

• http://efl-resource.com/icqs-making-sure-your-students-know-what-to-do/

• http://eltrantsreviewsreflections.wordpress.com/2012/02/25/the-cult-of-icqs/

• http://eltnotebook.blogspot.co.uk/2006/11/giving-and-checking-instructions.html

Things to Consider

Plan and note down instructions & ICQs

Record yourself giving instructions & ICQs

Reflect on the instructions: simplicity, language, etc

Ask for advice from other teachers: “How would you give instructions for …?”

Demonstrate rather than explain wherever possible

In class, separate instructions from other forms of conversation

Any Questions?