The reason your students don’t follow directions well is because they mentally move on before you finish giving them.
Once they think they know what you’re asking of them, they’re gone.
Sometimes you can see this happening right in front of you.
It’s hard to miss.
They’ll push back their chairs and stand up, or turn and talk to their tablemates, or begin their assignment… while you’re still talking!
Other times their behavior is more subtle. They’ll glance down at the materials they need or eyeball the partner they hope to work with.
Most often, however, you don’t notice until it’s too late. They get deep into an assignment, realize they’re lost, and then ask the very questions you answered while giving directions just minutes before.
Arghhh! It makes you want to run screaming from the classroom.
Repeating directions for your students and answering questions that have already been answered wastes boatloads of time and is incredibly frustrating.
But it’s easily correctable.
Use the following steps every time you give directions, and your students will do exactly what you want them to do.
Step One
Ask for your students’ attention. After receiving it, pause several seconds before speaking.
Step Two
Announce to your students that your directions aren’t finished and they may not begin moving until you give your signal—I prefer a simple, “Go.”
Step Three
Break your directions down into steps. Steps are easy to remember. Your students will mentally check them off as each is completed.
Step Four
If you have more than two steps, use your document camera, a whiteboard, or easel to post them somewhere easily seen.
Step Five
Model each step using detailed modeling.
Step Six
Ask for and then answer clarifying questions.
Step Seven
Just before giving your “go” signal, ask if there is anyone who doesn’t know exactly what to do. This is an effective questioning technique that shifts the burden of responsibility from you and your instruction, to your students and their execution.
Step Eight
Pause. Allow silence, and the prospect of what they’re expected to do, to hang in the air a moment before giving your signal.
Step Nine
“Go!”
While giving directions, if you notice anyone making a move toward starting the assignment or activity, however slight, stop talking. Continue only when they’re all with you again.
Also, in the first few moments after you give your signal, observe carefully. This is the most critical time and is a predictor of how well your students will complete their task.
If you don’t like what you see, stop them and use the “do it again” strategy.
It’s important to note, however, that you shouldn’t have to repeat your directions. At this point, if you’ve followed the steps above, it’s an execution problem.
The responsibility now lies solely with your students.
Send them back to their desks or have them put their materials away, and then ask them to start over from your “go” signal. This sends the message that you expect their best and will accept nothing less.
Do this and follow the nine steps, and their best is what you’ll get.
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Michael –
Again, I have learned so much from your emails and website. I can see the differences in my classes. Thanks. I’ve ordered your book.
A question about this article – what is the response when after you do these steps, and either everyone says they know what to do, or you answered all the questions and told the Go, students still come up and ask what to do. What is your response? Tell them to ask someone else (and interrupt that student, who listened)?
thanks!
Hi Jackie,
Is this really happening to you? I’d be surprised if, after following these steps, you had students that needed special attention. If you do, then there is something else going on–a problem elsewhere. You shouldn’t get any questions after your go signal. Nor should you take any. I suppose that if a student had their hand up at that point, after having had ample opportunity to ask questions, and it was clear that they really didn’t know what to do, I would make eye contact and simply point to the step-by-step instructions. I definitely wouldn’t give them another opportunity to ask questions. Offering help and answering questions at that point is a mistake that encourages dependence and dissuades listening and attending during your lessons. Keep in mind that your relationship with students must be a two-way street. You give great lessons and provide your students with everything they need to be successful. Then it’s their turn. They must do their part.
You’ll find more info on how to encourage independence in Dream Class.
Michael
I’m anticipating that one or two students in every class will be attempt their hardcore helplessness. I want to be prepared for that. I haven’t posted the steps yet, but I usually put steps on worksheets if we are doing something that requires paper-and-pencil tasks. (It’s library/media, so it might be something like accessing the OPAC and looking up call numbers. But I am going to post written steps for other activities.) So, a tap to the paper or the board should be sufficient at that point. Thanks!