Okay, I won’t bury the lede.
When students are doing, stop talking.
Most teachers—yes, most—talk students through just about everything.
- Lining up to leave the room.
- Getting into groups.
- Starting work.
- Walking down the hall.
- Putting away materials.
- Playing a learning game.
You name it.
- “Stay behind the person in front of you.”
- “No running, move slowly.”
- “Name on your paper first.”
- “That’s it, no pushing, take turns.”
- “Remember, have fun but be safe.”
- “Keep moving and stop at my signal.”
And other such things usually repeated one after another, a steady stream of instructions, reminders, and exhortations.
None of it is good for students—because if they know that you’re going to guide them through every activity, transition, etc., then they’re not going to listen to you the first time.
Why should they?
So they tune you out, as you become louder and more verbose. For some teachers, this has been their way for years. It’s exhausting and so stressful.
So what’s the solution? The solution is to give clear instructions while students are sitting and listening. So, before the actual doing. Then give one signal to begin.
Now you’re done talking.
Their responsibility is to perform. Yours is to observe and ensure it’s done as taught. That’s it. You watch but don’t talk.
No reminders. No hints. No interruptions. Wait until they complete the task before praising. If they get it wrong, then it’s a sign you need to reteach.
The benefits of doing it this way are:
- Better listening.
- Improved maturity.
- Stronger independence.
- Happier class.
- Better behavior.
Furthermore, you stop the slide and scourge of learned helplessness. They’re helpless because the adults in their life have made them that way.
Teachers and parents have done everything for them. They’ve guided them, held their hand, and treated them like delicate flowers. They’ve taken away their agency and lowered their IQ.
Transitioning to instruction-then-action is easier at the start of the school year.
Midyear, however, it may take some time, especially if you’re new to teaching this way. At first, your students will be rattled or even frozen in place. Some will even have trouble putting one foot in front of the other.
Stick it out and the results will be staggering.
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I tried this on Thursday with a boy who notoriously sits and switches off during input. I made my instructions really clear, made sure he knew ( and the rest of the class) exactly what to do and then stopped. It took a while for him to pick up his pen but eventually he did, and completed the task to the best of his ability! Yay! 🙌
They will be so busy talking that they won’t notice any signal nor start to work.
Thank you!
Very good system! It’s like the old saying, “If I give a man a fish, he’ll have a meal for today…but if I show him HOW to fish, he’ll be able to have meals every day.”
Part of the problem, also, is that teachers are expected (by mandatory curriculum?) to cover way too much material in a short amount of time, resulting in students tuning-out and expecting to be coddled and hand-held. Instead, the precious teaching time should be spent on
fewer topics, to allow learning to sink-in and to thus promote the desired independent thinking.
This works! As we get further into the year, I add role reversal and have the students remind ME of the procedures.
Me: It’s time for art. Remind me of the procedure.
S1: stand and push your chair in.
S2: line up on your dot facing forward.
S3: walk quietly on the right side of the hallway.
Etc.
The students like the accountability and responsibility. When a student is not following directions, I stop and make eye contact. Most of the time, this is enough of a reminder!
It takes time to establish and reteaching from time to time, but it’s so worth it!
I like this!
We do this with PreK students, it works so well, especially when I start it from day 1.
We work in a Montessori elementary classroom. Once a week I have been starting a Friday teacher observation day. I sit in an observation chair near a central area of the classroom. I give students instructions ahead of time that they only do work they can independently without teacher help. They still have same goals for the work output for the morning work cycle. I stay seated for the entire 2+ hours and make observations and take notes. I do not help them with any work. It is a very eye opening experience to see what children are really capable of doing on their own.
I also don’t talk to the students about their work, I just make observations. If there is an urgent issue, we have a teacher assistant who is available to handle
I start my directions with “When I say go.” After I finish, I also ask “Is there anything preventing you from starting?” After questions are answered, I pause, then say go. At first, it needs practice and reinforcement.
I am going to try your script on Tuesday (I already use, “When I say go.” so they’re used to it)! I have 2nd graders. I’m worried about two things. First, should I do anything about kids who are starting to work while I’m still giving instructions? Should I just let them and let the consequences follow? Second, when I start giving instructions, hands go up in the middle of my instructions. I know they’ve stopped listening and are focused on the questions they have (and that I’m most likely answering at that exact second). Do you have this issue?
I feel like I’m almost there, and I just need a boost to get me to the finish line on this one. Thank you ahead of time for your help.