Unit 9: Giving Instructions

Section 9.1: Introduction

Essential Knowledge and Skills

 Teachers should understand the importance of delivering clear instructions and the impact it has in
the classroom.
 Teachers should be able to identify the essential elements of giving instructions for activities.
 Teachers should be able to deliver a set of clear and logical instructions for activities in the
classroom.
 Teachers should be able to identify potential problems in their instructions and find solutions in
order to give clearer instructions.
 Teachers should be able to continually check for students’ understanding during the process of
giving instructions.

Introduction to “Giving Instructions”

Some of the activities that we use in the EFL/ESL classroom can be quite complex,
and even the most experienced teacher has been known to give instructions that
resulted in total chaos. Not only do teachers need to consider how to explain an
activity that may be new to students, but teachers also need to give instructions in the
students’ L2. In this unit we will talk about the importance of and reasoning for giving
clear instructions, the elements of instructions, problems teachers face when giving
instructions, techniques and tips for giving effective instructions and the importance
of continually checking for students’ understanding during and after instructions have
been given.
Key Terms

 Instruction Checking Question (ICQ)–questions given by the teacher to check if students

understood the teachers’ instructions
 graded language–words/language that is adapted by the teacher (slower speaking rate, simpler
sentence structure) for the students to maximize their comprehension and learning
 chunking–the process of breaking down instructions into small pieces, “chunks” that make it
easier for students to process
 modeling–the teaching skill of using visual gestures or visual aids to show students a teacher’s
expectations

Journal Reflection

Section 9.2: Importance of Clear Instructions

Introduction

It is important to give clear instructions the first

time around because it reduces stress for both the teacher and the students. Giving
clear instructions affects many things in the classroom, from learning objectives to the
pacing of the class. Unclear instructions lead to more time wasted for the teacher to
explain, re-explain, and explain again the steps to complete an activity; therefore,
throwing off the rest of the lesson plan.
What Does the Research Say?
 Most of us have probably had the experience of being unclear
about what we were expected to do because of unclear directions from the
teacher/coach/instructor. From our own personal experiences, we probably understand
the role clear instructions plays in the classroom. Research has shown that instructions
play a factor not only in the success of a lesson but also in the students’ learning
(Scrivener, 2011). Additionally, some studies have found that “learners see the ability
to explain things well as one of the most important qualities of a good teacher” (Ur,
1996).

Giving instructions has a “direct effect on learning” (Sowell, 2017). The ability to
give good, clear instructions is an essential quality for a good teacher to have. With
the importance of clear instructions established, it can be challenging for new teachers
who walk into an EFL classroom and expect to give great instructions right away.
However, the good news is that most studies and educators agree that giving clear
instructions is a skill (Sowell, 2017). As with any skill, it can be developed and
mastered through focused practice. In the next few sections, we will discuss the
essential elements of giving instructions, ways to give clear instructions as well as
common problems new teachers face when giving instructions.

Scenario Activity
 Write About It – The Reflective Teacher’s Response

Section 9.3: The Essential Elements of Instructions

Elements of Instruction

We often split up instructions into “Step 1, Step 2, Step 3” and finish with a “Begin.”
However, there are more elements that go into instructions than just the procedural
steps and the desired outcomes.

Scott Thornbury outlines several elements of instructions on his blog. Instructions will
contain some or all of these different elements. Identifying these elements will help us
to know what things may be needed when giving instructions. (Adapted
from Classroom Management Techniques, p. 129)

 A frame–this is a form of notification that one activity has ended, and another is about to begin. It
can be oral or written.
 A brief summary of the task and its purpose–this is a general statement of what will happen and
why the class is doing this. Stating the purpose can be helpful to remind yourself how the activity
meets your objectives and informs the students of how the task is related to learning outcomes.
 The organization–This tells the students who they will be working with to complete the task. Will
they work alone, in pairs, in a group, or as the whole class?
 The procedures–This involves what they will actually be doing. How will this task be
accomplished?
 The mode–What skills are required for this? Tell the students if they must read, write, listen, or
speak in order to complete the task.
 The outcome–What will the students be required to do after the task? Will the work be turned in
to the teacher? Will the students share their information with a partner?
 A strategy–The teacher can inform the students of a way to make the task more manageable. For
instance, the teacher may remind the students to take notes on an article so that they have it for use
later on in the activity.
 The timing–The teacher should inform the students how much time they will be given to
complete the task.
 A cue–This is something that signals the students to begin or end the activity.

These elements answer “who, what, why and how” questions for the students.
Organization answers “Who will I be working with?” The summary, and purpose
answers “Why are we doing this?” The procedures, mode, outcome and strategy
answer, “What do I need to do?” and timing, cue, and frame all answer “How much
time do we have?”

Each of these elements plays a part in the giving and receiving of instructions. It is
important to remember that the teacher’s job is not just to give instructions but to do
as much as possible to help students in the receiving of instructions as well. In the
next section, we will go over some tips on crafting clear instructions.
Try It Answers
Section 9.4: Tips and Habits for Crafting Clear Instructions
Introduction

All teachers have experienced the frustration and stress from giving poor instructions
(this is not exclusive to new teachers). Unfortunately, there is no magic formula or
one-size-fits-all strategy when it comes to giving instructions. However, there are
some practical steps and tips to be used in giving instructions in a classroom. In this
section, we will talk about strategies that will help minimize confusion and clarify
directions. These tips and habits will be divided out into the three stages of giving
instructions: the planning stage, the delivery stage, and the follow up stage.
Planning Instructions
 “Good instruction
begins in the preparation stage” (Sowell, 2017). Most teachers (old and new)
underestimate the importance of preparing their instructions beforehand. Old teachers
feel that they can easily improvise instructions in class and most new teachers are so
focused on outcomes, objectives, and PowerPoints that they overlook this important
part of giving instructions. However, by spending time planning out and writing down
instructions, teachers can save a lot of stress and class time preemptively answering
questions students will have. Here are some pre-planning “do’s” teachers should work
and think through in this stage:

 Think Through Purpose and Objectives–Remember that if students know “Why we are doing
this?” then they will be more likely to buy into the activity. Even if the activity is a fun warm-up,
it is good to think through what you want to achieve in your activity.
 Prepare Needed Materials and Visuals–Do you need to prepare printouts? Do you need to use a
PowerPoint? Will students have paper and journals? Do you need to make a visual aid for students
to have an example? Do you need to arrange the desks for students to sit in groups?
 Consider Time Needed in Class–You don’t want to introduce a new activity if there is not
enough time at the end of class. Rushing through instructions is not a recipe for success and you
want to give students time to complete the activity. It’s also easier for students to be distracted
towards the end of class.
 Write Out Your Instructions–Writing down instructions will help the teacher to think through
what they want to say, and to consider how to deliver their instructions. It will also give the
teacher something to fall back on to ensure they don’t leave out key information or miss any steps.
 Try to Use Concise and Graded Language–When writing out instructions make sure the
instructions are not too wordy and the words used are not too incomprehensible (difficult to
understand) for most of your students to understand. As native English speakers we sometimes
utilize (use) a more onerous (difficult) word when a simple, one-syllable word will suffice (work).
Not only will it take up more class time, but students are listening in their L2 and they may get
distracted by the words that they don’t understand. The simplest things said are sometimes the
most important.
 New teachers (and
experienced teachers as well) may underestimate the importance of pre-planning
instructions. They feel confident that because they are familiar with the material that
they will be able to clearly convey the steps and expectations for the task; however,
many different things factor into this. If a teacher is pressed for time, he may rush
through the instructions and neglect to include some key information. He may also
find that he gives too much information for the students to process. Teachers may also
fail to plan the instructions to be given because actually giving the instructions seems
like a relatively small part of class. The classroom is a dynamic setting, and a teacher
is often thinking on their feet the whole class; therefore, it is essential to pre-plan the
instructions.

Application of Knowledge

Below are several activities that will let you apply the knowledge from the above
sections.

Activity 1
Activity 2
Activity 1 & 2 – The Reflective Teacher’s Response

Activity 1– Reflective Teacher’s Response

Activity 2 – Answers
Delivering Instructions–1
 As a teacher you’ve done
the hard work of preparing the lesson, setting objectives, collecting materials and now
it’s time for class! As you stand in front of the class you begin to give the instructions
for an activity, which you’ve carefully thought through and written down. However,
your students still look at you blankly. What happened?! It could be due to how the
instructions were given. The delivery stage is just as important as the planning stage
of giving instructions. How instructions are delivered is as important as the
instructions themselves.

It was probably pretty clear that the students in this teacher’s class are probably not
going to be able to follow her “stream of consciousness” delivery of instructions. Her
students may have gotten the impression that the activity was complicated or be
intimidated by the quick flow of her words. Delivering effective instructions doesn’t
have to be complicated or intimidating, but it does take self-awareness and practice.
As you prepare to go into the classroom, here are is a list of habits to work on when
delivering instructions:

(1) Get Students’ Attention

Make sure all students pay attention when you

give instructions. Do not start giving instructions until students are quiet and all eyes
are on you; otherwise, you may have to give the same instructions over and over. In
order to get their attention, don’t be impatient, make eye-contact with as many
students as possible and show/perform/say your “quiet signal” which you should
teach the students in the very first class. Whatever your “quiet signal” is, you must
use it effectively and consistently.
(2) Use Your Voice

The tone of a teacher’s voice can indicate a variety of things: urgency, excitement,
boredom, just to name a few. A harsh tone may indicate that the students need to
begin the task without asking questions, even if the instructions are not clear. An
upbeat tone can create enthusiasm for the task and draw students’ attention to
whatever the teacher wants them to do. Be sure to be aware of the tone used when
giving instructions so as to convey your intended message.

Poor Instruction – Reflective Teacher’s Responses

Delivering Instructions–2

(3) Use Gestures and Visual Aids

When giving instructions orally, the teacher has the

advantage of being able to use body language, gestures, facial cues, and props to
convey the instructions. Some teachers even create their own gestures to represent
commonly used instructions to save themselves time having to repeat instructions.
While teachers have these additional things at their disposal, this also means that there
is the possibility that these things could be misused or misunderstood. Teachers need
to ensure students learn the meaning of their gestures and also need to be aware that
some gestures have different meanings in Chinese culture. For example, pointing at a
student with one finger or using one finger to motion someone to come to you is
considered offensive in China.

Another benefit of the students being able to hear the instructions while
also watching the teacher give instructions is that the teacher can point to different
things to indicate what should be done. The teacher can use visual aids to reinforce
the instructions being given. This helps reach students with a variety of different
learning styles. One way of doing this is to hold up the textbook or paper you are
asking them to use and write the page number on the board.

(4) Use Graded Language

When giving instructions, your goal is to clearly explain the activity, not challenge
your students. This relates to being concise right from the planning stage of your
lesson. To help your students understand, you will want to use graded language. This
means you want to choose words and gestures that they will clearly understand. Avoid
using too many multiple syllable words when a simpler word would work. In a second
language classroom, less is more. Many inexperienced teachers tend to over-explain,
use too many words, complex grammar structures, or idioms. Instead, be economical
when it comes to words, and be concise. A teacher who gives graded language
successfully thinks about how they sound to their students.
(5) Break Instructions into Manageable
Chunks (Chunking)
If instructions are given in a large chunk, many students may find adhering to the
rules or following the instructions may be unmanageable because they were given too
much information to process all at once. In order to reduce confusion, instructions
must be broken up into manageable chunks of information. By presenting information
in smaller pieces, teachers can systematically check for understanding while giving
instructions, rather than waiting until the end and answering several questions about
different parts.

Also, do not be afraid to repeat instructions. It may seem boring to you, but repetition
reinforces the target language and keeps students on task. Repeating important
instructions allows time for processing, securing more time and understanding for
everyone.
Delivering Instructions–3

(6) Model Your Expectations

After presenting a chunk of information, the teacher can model what is expected. The
teacher can reinforce what was said in several different ways. For example, he can
write the instructions on the board, and point to the page that must be completed.
After giving instructions to complete a grammar task, the teacher should walk the
class through completing the first problem together. For instance, if the class is
instructed to write the correct form of the verb in the blanks in an activity, the teacher
would give the instructions and then complete an example problem with the class.
After completing the example, the teacher can once again ask if there are questions
about the task. If not, the class can continue with the activity.

The students in your classroom will likely have different language levels. The higher-
level students understand most of what you say, while the lower-level ones only catch
a few words in a whole class time. A picture is worth a thousand words, or in this
case, an example is worth a thousand words. For the students who do not understand,
an example or demonstration can make everything clear. It can be a visual example
using text on a slide or it can be done orally. Never start an activity without
demonstrating it. Below is an example of how this may look:
There are different ways to demonstrate an activity. The teacher can demonstrate
alone, show a written version, perform an example with one student, or call up two
students to demonstrate it. Again, be sure to give feedback so that students meet the
demands of the task. Many teachers just give one example and stop, not knowing they
are on the verge of success. Remember that you are not trying to trick students but to
teach them. Using multiple examples can help students learn.

Below is an activity to pull the habits that are useful for delivering instructions
successfully.

Reflective Teacher’s Responses - Part 6 & 7 Activities

Check for Comprehension
 Use ICQs (Instruction Checking Questions)

“Do you
understand?” This is possibly one of the most used questions by both new and
experienced teachers, but also one of the most useless questions. Students will usually
answer with either silence or passive head-nod in response to this question, not
because they understand the instructions but because in certain cultural contexts,
students may avoid asking clarification questions because they do not want the
teacher to lose face. Teachers should encourage students to ask questions when
something is unclear, but teachers also are responsible for asking good questions that
require an answer. By asking better questions, teachers can get a better sense of
whether or not the students have truly understood the information given.

Instruction Checking Questions (ICQs) are questions that the teacher can use to
gauge if the students have understood the instructions. ICQs go beyond yes/no
questions and require the students to give a concise response. In order to compose
good questions to effectively check for comprehension, think back to Bloom’s
Taxonomy and consider which levels the questions are at. Consider asking the
following questions when giving instructions:

 Who is your partner/in your group?

 What will you do first? What will you do second?
 How long do you have to complete this task?
 What do you need to turn in when completed?
 Tell me what you will do.

As you can see, answers to these ICQs are usually brief. An open-ended question
would not be a good ICQ, because the objective is not about higher-order thinking,
rather it is to check for understanding. In addition to the teacher checking for
understanding, students can also help with clarification. At some points, it can be
appropriate for partners to confirm with each other. This minimizes unnecessary
repetition by the teacher, and students enjoy interacting with each other.

The overall purpose of asking ICQs is to check for understanding. There are multiple
ways that teachers can use this strategy, but the main objective is for the students to
follow the teacher when he or she is giving instructions for an activity.
A Second Look at Poor Instruction Video
Below are the Reflective Teacher’s Responses to the ICQ Practice (Part 9) and the
Poor Instructions (Revisited) activity
Following Up on Instructions

You’ve planned, written, and delivered your instructions. There were visual aids,
gestures, modelling, drama, emotions, but you and your students got to the other side!
Now it’s time to actually perform the activity. As the teacher, you can sit back and
watch the fruits of your labor ripen into a delicious fruit salad, right?
Actually, the first couple moments after instructions are crucial to the success and
failure of the activity. The follow-up stage (after instructions are delivered) is where
the teacher can further check for understanding. Here are a couple things a teacher
should do after instructions are delivered.

(1) Distribute Materials

After you have explained the task using graded instruction, modeled the activity, and
asked some ICQs, it is time to distribute the materials and start the activity. It is
important to distribute materials after or before instructions are delivered. Most of the
time it is better to distribute the materials after instructions so the students won’t be
looking at the materials but be focused on you and what you are saying. But there are
times when it is best to distribute before instructions are given. For sure delivering
materials while you are giving instructions will distract the students and/or you, the
teacher.

(2) Check for Comprehension (Again)

Sometimes there is a lag between your last instruction and “Begin.” Students may
have questions come up or may not have been paying attention. If you see students
whispering to their neighbor, use the opportunity to ask ICQs. Checking for
comprehension will be a continual skill for a teacher to use in all points of the lesson
or activity.

(3) Monitor Students

Once students have

started the activity, it is important to immediately monitor students. Move around the
room to make sure each group understands. If many groups are lost and confused, re-
explain the activity. If only one or two groups are off-task, focus on explaining the
activity to these two groups that are off-task rather than stopping the entire room.

(4) Give Students Space

Once the activity is moving, be sure to back-off and allow the students to perform the
task independently. Some teachers, excited about students engaging, can immaturely
jump into student dialogue, interfering with learning. To allow the students to work
alone and make mistakes can be a real mark of maturity for a teacher.

After the activity is over, it is important to clean-up and collect the materials in an
organized way. Think through how you plan to wrap up the activity. If the students
have a final product that should be handed in, be sure they know which parts should
be completed and which parts are acceptable to leave incomplete.

Written Instructions

Before we move into a discussion about written instructions here is the Reflective
Teacher’s Response to the previous Write About It.
 Not all instructions can be given orally. For instance, when giving a written
assessment, students may need to read the instructions in order to answer the
questions or complete the task. At times, the student will be unable to ask the teacher
for clarification about the instructions because of the rules surrounding a test-taking
environment or the fact that the student is not near the teacher when the task is being
completed. This reinforces the importance of writing clear, concise instructions.

One of the benefits of written instructions is that the teacher has the opportunity to
think through and revise the instructions prior to when the students receive them. The
teacher can identify potential misunderstandings and reword the instructions in order
to clarify what must be done. Teachers can also make use of formatting so as to
visually move the student from one step to the next. Here are a few things to keep in
mind when writing instructions:

 Use an appropriate format. If it helps, use numbers or letters to break up the different steps.
 Use graded vocabulary. Though students may be able to use a dictionary to define or translate
unknown words, students may feel unnecessary stress if they must do that too often.
 Use graded language. This is similar to vocabulary, but you can simplify grammatical structures to
eliminate superfluous information.
 Determine if the steps are in chronological order. Disordered information can lead to problems.
 Test it out on a third party. Ask them to read the instructions and complete the task without asking
any questions to see if they are able to correctly follow the instructions.
Reflective Teacher’s Responses
Section 9.5: Challenges of Giving Instructions
Introduction
As you begin your teaching journey, bumps and challenges will appear as you give
instructions. Do not lose heart! This is common for new and experienced teachers.
Not only are you getting used to teaching, giving instructions and lesson planning, but
your students are also getting used to a new teacher, and their teacher’s unique way of
teaching as well. In this section, we will go over three different challenges as teacher
and classroom adjust to each other.
Challenges of Giving Instructions

(1) Communicate Clearly

You may think you are communicating clearly, but there are always ways a teacher
can improve the clarity of their instructions. Therefore, teachers (old and new) should
develop an awareness of how they are communicating and develop habits to
communicate more clearly. One way to do this is to have other teachers observe your
lessons. Invite those around you (foreign or national) to observe you and ask them to
specifically focus on your instructions. You could also have them look at an
observation form like the one below:
(2) Elicit Feedback
Other ways to improve awareness is to elicit feedback from your students. They may
not be able to answer the question “Are my instructions clear?” but you can get them
to answer reflections like: “I really enjoyed….I learned this today….I disliked….I still
have a question about….” The answers you glean from those questions can really help
you to be more aware of what your students are getting from your instructions.

(3) Write Down Instructions

The last and most effective

way to improve clarity of instructions is to plan out your instructions and write them
down. As mentioned before, writing out your instructions will help to clarify what
you want to say. Most new teachers can fall into the habit of dominating speaking
time, but writing down instructions will help to cut down your talk time. Look
through your instructions and ask yourself if you’ve made the instructions concise,
graded, and if you’ve listed all the necessary steps.
Challenges of Students Have Trouble Comprehending the L2

Teaching in an EFL setting means that you will have additional challenges in giving
instructions. Even if you do all you can to communicate clearly, you could have
students who have trouble understanding the target language. What can you do?

First, consider the activity. Is it too complicated? Do students have the language
required to complete the task? If so, then make sure to go through the tips in Section
4. Next, use gestures and visual aids, and modeling. When you need to explain again
try to use less words and more gestures instead of the other way. It’s common for new
teachers to think that if they explain in a different way, students will eventually “get
it.” However, that method only furthers students’ confusion. Gestures, models and
visual aids are less intimidating for L2 students and easier to interpret than unknown
words.

Next return to the planning stage. It cannot be overstated that the time spent preparing
instructions pays dividends in addressing so many of the challenges that will occur in
your classroom. Take some time to consider how to use graded language and make
your instructions more concise. What visual aids or print outs can you use to help
students’ comprehension?

Challenges of Students Confused by the Activity or Task

When students are

confused by the activity it is usually due to two reasons; they are inexperienced with
the activity and/or they are confused about the purpose of the activity. If it is the
latter, make sure your purpose is clearly stated and planned out (planning stage,
again!). Be sure to explicitly communicate the purpose and objective. If they are
uncertain on how to carry out the activity, use a lot of modeling in your instructions
and monitor them closely as they carry out the activity. Is there a video you can find
of students carrying out the activity? Can you get a student to help model it in front of
the class?

As you teach, you will probably encounter more challenges in giving instructions.
However, if you spend the necessary time planning and writing out your instructions,
practicing how you deliver instructions, and familiarizing yourself with your students’
levels and needs, you should be able to address most problems that arise.

Practicing Underlying Issues and Solutions

Try It – Reflective Teacher’s Response

Teacher Observation Practice
 Try It – Reflective Teacher’s Response

Conclusion

Giving clear instructions is an integral skill for teaching. It affects learning, student
motivation, and the success or failure of a lesson. There is no magic formula, but
these steps can help teachers when giving instructions. Since there is no one-size-fits-
all, it is important for teachers to analyze their own students and use the skills learned
in this chapter holistically.

Section 9.6: Essential Knowledge and Skills

Essential Knowledge and Skills

 Teachers should understand the importance of delivering clear instructions and the impact it
has in the classroom.
 Teachers should understand that there is no one-size-fits-all for instructions.
 Teachers should be able to adjust how they give instructions according to the students’ needs
(think tools in a toolbox).
 Teachers should recognize that delivering instructions is a skill that can be improved and
practiced.
 Teachers should be able to identify the essential elements of giving instructions for activities.

 Teachers should be able to identify elements which give students the time frame needed to
complete tasks, such as the frame, timing, and cue.
 Teachers should be able to identify necessary elements required to complete a task such as
procedures, mode, outcome and organization.
 Teachers should recognize how the essential elements answer crucial questions students will need
answered in order to complete their task.

 Teachers should be able to craft and deliver a set of clear and logical instructions for
activities in the classroom.

 Teachers should be able to plan instructions by thinking through an activity’s purpose, time
requirements, and required materials.
 Teachers should be able to write down instructions with concise and graded language.
 Teachers should be able to deliver instructions clearly using a variety of habits such as: graded
language, modeling, chunking, visual aids, gestures or even a teacher’s own voice.
 Teachers should be able to successfully monitor tasks and follow-up to ensure instructions are
properly followed.

 Teachers should be able to identify potential problems in their instructions and find
solutions in order to give clearer instructions.

 Teachers will be able to find ways to develop awareness and understanding of their
communication.
 Teachers will be able to analyze their instructions and find ways to improve their instructions.

 Teachers should be able to continually check for students’ understanding during the process
of giving instructions.

 Teachers will be able to use effective ICQs to check students’ understanding of instructions.