Providing Clear Instructions
Description
Providing Clear Instructions is a practice that involves giving students directions in a way that is clear and defined. The practice is based on the premise that clear instructions provide students the clarity to engage in the content and activities more quickly and reduces student noncompliance.
Tell students what to do (“Keep your eyes on me”) as opposed to what not to do (“Don’t look around”).
Ensure directions are:
Specific: They must be manageable and precisely describe the actions students should take.
Concrete: They must be clear, actionable tasks.
Sequential: They must describe a sequence of concrete and specific actions.
Observable: They must specifically communicate what you want to see the students doing. This ensures accountability.
Consistent: They must be in a clear and predictable format in order to reduce misunderstanding.
Quick Tips
Try giving logistical instructions first (what supplies are needed, where to sit, partner up, etc.) before giving the learning task instructions.
Consider having students turn to a partner and repeat the instructions for the task before beginning.
Be sure instructions are visible to the students to refer back to throughout the task. Try using a daily slide template that outlines materials needed, the agenda, objectives, etc. can be displayed each day as students enter the room. (See resources)
Did you know?
Student non-compliance is often driven by unclear instructions or expectations, not by student motivation.
Focusing on what students should do rather than what they should not do communicates high expectations and decreases deficit-thinking in the classroom.
Providing written instructions in addition to verbal instructions supports students who have auditory processing disorders.
Providing verbal instructions in addition to written instructions supports students who have reading difficulties.