It is one of the most common teacher complaints.
You give a single direction to a quiet and seemingly attentive classroom, and then watch as a third of your students either don’t know what to do, or they do it incorrectly.
It’s as if some students tune out the sound of your voice.
They’ve become so reliant on you repeating yourself, or on others to clue them in, that they don’t listen to the initial direction.
Does the following scenario ring a bell?
Calmly at first:
Take out your math books, open to page 32, and then look up at me.
Still patient:
Please take out your math books, open to page 32, and then look up at me.
Louder now:
I said, take out your math books, open to page 32 and then look at me.
Hands cupped, yelling:
TAKE… OUT… YOUR… MATH… BOOKS… NOW!
And just like that, you’re stressed and frustrated.
The “Simple First” Listening Strategy
I have a strategy that works to get students to listen to your directions in any circumstance and every single time. I know that’s a big statement, but I plan to deliver on that promise.
You can hold me to it.
This strategy so effective, in fact, that you can use it with a group of students you’ve just met, and they’ll follow your directions like a champion drill team.
It works for elementary school teachers who see the same students everyday, but it is particularly helpful for middle and high school teachers who don’t have the luxury of time to work on classroom management as much as they’d like.
I call it the “simple first” strategy.
It’s a goofy name, I know. But I like it because it describes what it is and makes the strategy easy to remember. And it’s not teacher-speak, which you won’t find on this site (i.e., informed instruction, teachable moment, collaboration, bleaagh!).
The way the strategy works is that you get your students listening to simple and physical directions first before giving more important directions.
And it only takes a few seconds.
Here’s how it works:
Give your students a series of simple, meaningless directions. Make them physical in nature and that everyone in the room can see being done.
For example, you might start by saying:
Stand up.
Say it once and wait until everyone is standing. Then give another direction.
Sit down.
Now add slight complexity.
Stand behind your chair.
Keep it going until every student is following your verbal directions quickly and correctly.
Touch your hands to your shoulders. Cross your arms. Sit down. Place your hands flat on your desk.
If at this point all of your students are following along, slide in your important directions.
Take out your math book. Open to page 32. Look at me.
You will find that they will perform this intended and important direction perfectly. And now you have their ears—and attention—tuned in to you.
You’re going to be thrilled at how easy this strategy is to use and how well it works.
It also has staying power. Although it takes less than a minute, you won’t have to use it all the time. Just use it a couple of times a week or whenever you need it.
Easy as can be.
Keys To Remember
It’s important to remember the following keys to make the “simple first” strategy most effective.
Stand in one place.
Give one direction at a time.
Don’t repeat yourself.
Pause between each direction.
Don’t model the direction; use voice instruction only.
Speak in a normal voice—volume on low.
The “simple first” strategy is effective because it trains students to listen for the sound of your voice and to follow directions precisely and the first time they’re given.
Thanks for reading.
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Love it! I’ve been searching for a strategy to implement without raising my voice to use with a larger group than the classroom setting . I think this might just do the trick. Can’t wait to try it.
Hi Debbie,
I think you’ll be happy with the results!
Michael
Hey Michael,
I like this method, as it gets most of the students to listen very attentively. However, multiple times I have had students refuse to follow the physical directions. They just sit there, looking smugly towards one another and at me. What do I do in this situation? I don’t want the other students to get the impression that some students must follow the rules while other students can slide, unpunished.
Hi Lucy,
If a student refuses to follow your directions, then follow your classroom management plan and enforce a consequence.
Michael
In our Technical institute the students are passive listeners. The instructors give long lectures and zero copies of the lesson explained. When I ask questions I get very few answers. I feel that they got nothing on the brain. But we go on with this method. Often the Instructors keep the same old file. How can we work in a better way?
Hi Michael,
How I feel about teaching and learning and how best to inspire students is right here on this site. Given your question, I’d start in the Rapport & Influence category of the archive and then go from there.
:)Michael
This is great. I can try it using a game called “Simon Says” then start teaching. Thanks for practical clues.
You’re welcome!
Hey michael ,
This is really interesting to implement with school students. This is a wonderful technique to get them involved.
I have just started my career as a teacher and i really am enjoying it because i love kids.
However, it happens in a class when students start ignoring you. For this problem, there is a best method to play a quiz based on your topic. For example you can summarize the lesson by asking questions to the respective team. This will boost their confidence and make the classroom lively.
I use internet on projectors while showing maps , grammar rules, pictures and lot more things.
Great, Mansi! Thanks for sharing!
This works very effectively, but the moment y students must start working, they talk and i dont get them quiet without raising my voice. Any suggestions???
Hi Sharon,
Follow your classroom management plan, which should have a rule or rules prohibiting calling out, side-talking, and disregarding your directions.
:)Michael
I have had the worst week ever with my students. They were labeled a very “active” group coming from kindergarten. Its only the second week of school and I am at a loss for what I can do to get my first graders to listen and follow simple instructions. I honestly cried to my grade level partner. I’m heart broken and I feel like I am doing something wrong. I plan to use this strategy on starting next week. Thanks for the advice.
Hi Toisha,
I’m so sorry you had a bad week, but I’m certain this website can help you. When you have time, I encourage you to dig into the archive, beginning in the Classroom Management Plan category and going from there.
Michael
I like this and use a version- if you can hear my voice touch your shoulders; if you can hear my voice touch your ear, etc. it works well. I use a relatively quiet voice when I do it. I had not, however, thought of doing it when introducing and teaching content. I use it to get their attention when I need announce something or give them information about an upcoming transition.
I am an art teacher at an inner-city middle school. I think that if I told them to stand up they wouldn’t do it. They would just refuse and talk among themselves about how I do too much, that they don’t have to do that, and that they would be telling their parents how I am treating them.
I have listened to your book for art and p.e. teachers several times now. I am really trying to figure out how to get my classroom management issues figured out.
I have a question about time outs. The lesson time sigh is getting longer and longer where I work which I’m actually dreading due to the lack of listening by some kids. If I try more time outs, isn’t that what they WANT? Sometimes they WANT to sit on a chair away from the others so I don’t know what to do if they still don’t listen? I will certainly try the tips here and if they STILL at some part of my teaching talk, I guess I’ll try the Simon Says approach then too to try to get it back on track, let’s see if it works. They sit on the carpet and some WANT to sit on a chair. Unless I do time out but it’s on the carpet but a bit away from the others?
What do you think?