Instructions in the classroom

1. Instructions in the Classroom LTC Eastbourne © 2014 Martin Sketchley

2. 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

3. 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.

4. Instruction Giving: Listen!

5. 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

6. 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

7. Support Classroom Instructions You can support classroom instructions by: using gestures, facial expressions, your hands and intonation sometimes using pictures or real objects writ ing up key instructions/rules on the whiteboard

8. 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

9. 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 instruction s

10. 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/

11. 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?

12. 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

13. 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

14. Any Questions?