Classroom management

Rewriting teacher’s instructions

Read through the sample instructions. Evaluate every sample from three aspects:
 difficulty of language (is it easy enough? are the sentences short enough?);
 information included (is all the information included necessary?);
 order of the instructions (is the order of the instructions logical?).

Sample 1
Today you are going to work in pairs. You will get a picture which is a bit different from
your partner’s picture. Take turns in describing your picture to your partner who needs to
listen and draw the missing parts to his/her picture. If your partner says a correct missing
thing, then say whether he/she is right or not.
Later we will put the pictures on the wall.

In my opinion, the instructions are given in the correct order (as the things are going to
happen). Some sentences could be shorter.

Maybe she should have been clearer about the task (there’s lack of information) because
children might not understand if they have to show their picture or how to describe it.

It’s better to stick to imperative in lower levels, do not use to many tenses.

Sample 2
1. We’re going to do a pair work task to practise prepositions.
2. I’m going to give two different pictures to each pair.
3. Don’t show your pictures to your partners.
4. Describe where things are in your picture, so your partner can realise what is
different in his or her picture.
5. You must agree with your partner about the differences.
6. When something is different, draw it in your picture.
7. Does everyone understand?
8. The teacher hands out the pictures.
9. When a pair is ready, they can look at each others’ pictures and after that put their
pictures on the wall.
I think the commands are really good given and organise. The sentences used are short and
simple. Also, it’s important to highlight that the teacher only hands out the pictures after
explaining the exercise, by doing that she makes sure she has the class attention.

Instead of asking “does everybody understand?”, it would be better to ask a student to repeat
the instructions in the L1.

As in the previous sample, there are too many grammar tenses.

Sample 3

Now we are going to do an activity to practise prepositions. You get a piece of paper and you
should keep it a secret. Some papers are labelled with letter A, others with letter B. You have
to describe where the things are in your picture to your partner. Your partner has to find
what’s different from your picture. Draw the missing things in your picture. I pair you up
and you sit next to your partner. Start your activity!

In my opinion, there are some things in the instructions that could improve. For example, I
don’t think is necessary to explain that the pictures can be A or B since it’s irrelevant in the
task and might get the learners confused.

Moreover, it seems like she is handing out the pictures while explaining, that can decrease the
attention from the class.

Regarding the sentences and the vocabulary, there are easy and short, except “are labelled”.

Again, to much variety of grammar tenses.

Sample 4

OK, children, we’re going to do an activity to practise prepositions. I’ll give everyone a
piece of paper. Describe to your partner where the things are in the picture. When you find
something different, draw it in your picture. Don’t show the pictures to your partner. Pair up
with the person next to you.

(The papers will be given after the instructions.)

As well as in sample 2, I think the way this teacher has to get the students attention and how
to give the exercise’s instructions is really well – structured. The language is clear (I only
doubt about the necessarily of saying “prepositions” because is a very specific grammar
vocabulary), the sentences are short and simple and the order is the correct.

Some vocabulary might be confuse for the children such as saying first “piece of paper” and
then “picture”.

Sample 5

1. We’re going to do an activity to practise prepositions.

2. I’m giving you all a piece of paper, but don’t show it to your partner.

3. You have different pictures.

4. Describe things in your picture to your partner, so that your partner can see what’s
different in his/her picture.

5. When you find something different, draw it in your picture.

6. Set pairs. Sit opposite your partner. Handing papers to children.

7. Is there anyone who didn’t understand?

8. Let’s start.

In this case, I also think the instructions are well given following the aspects said before.
However, I would ask if someone didn’t understand before handing the paper because once
they have the materials, children stop listening.

Furthermore, maybe it would be more useful to ask a pupil to repeat what they have to do
rather than asking who didn’t get it since some kids can be shy or ashamed and don’t say
anything.