1. Scenario 18: Giving Instructions
Behaviour Scenarios
A specially commissioned set of resources for tutors, school mentors and trainee teachers
Scenario 18: Giving Instructions 1

2. Scenario 18 Giving Instructions
When you tell a class what you want them to do, several pupils shout out at once asking for basic equipment or for help with the task. When you deal with one pupil, others get frustrated and say, “That’s not fair, I asked first”. How can you improve the way this class moves to be “on-task” more quickly?
What do you do? 2

3. Key Learning Outcomes
Understanding and evaluating effective ways to give instruction and developing the requisite knowledge and skills to do this well.
Practising the use of appropriate and helpful ways of giving instructions so that the class can be on-task quickly. 3

4. What do you do?
Make sure that there is quiet so that everyone can hear the instructions. Stand still in a set place and check that everyone is listening.
Keep instructions clear and brief. Don’t add to them immediately afterwards if you have forgotten something.
Give pupils a short time to discuss your instructions in pairs. Invite pairs of pupils to quickly explain the task again to the class.
Have your learning objectives and brief instructions ready on the board or a handout. Have all resources to hand.
Agree a ground rule for the class that no one shouts out – even with their hand up. Don’t respond immediately but do reprimand anyone who shouts out.
Have a box of rulers, pens etc. for loan to enable pupils to get started. Put one pupil in charge of giving them out and collecting them in and noting for you anyone who is regularly without equipment. 4

5. What may be the best choice?
All of these could help
There are many solutions to this common problem of giving instructions and getting a whole class on task quickly. You can try:
checking if the way that you give instructions is contributing to the problem
being consistent with a class – so that everyone knows the routine for getting started
adjusting routines for classes with differing group dynamics
involving pupils in the solution
asking an observer to give feedback. 5

6. How might you prevent a recurrence?
Establish routines which help everyone listen to instructions. Use phrases such as ”What I would like to see is..” or “I am expecting you to..”
Plan instructions to be explicit and precise and take account of visual, auditory and kinaesthetic learners. Sequence your instructions carefully and wait – don’t interrupt the start-up if you forget anything.
Seat pupils who are slow on the uptake with others who can help them.
Make it a behaviour objective and praise the class for following ground rules and bringing equipment. Deal with individuals who forget at the end of a lesson 6

7. Underlying principles
Giving explicit instructions which are well sequenced is an important skill for trainees to learn.
It is important to establish workable routines with each class for giving instructions and changing activity efficiently.
Pupils learn from each other as well as from the teacher. Once established, peer coaching can help with the changes of activity in a lesson.
Pupils (like adults) vary in their personal organisation skills. Systems for changing activities should take account of this e.g. the change will be interrupted if there is no system for loan of equipment - pupils should be reminded to bring their own equipment next time. 7

8. Rights and Responsibilities
Pupils should be taught that it is their responsibility always to behave with consideration for the learning of the group.
Pupils should be given opportunities to exercise this responsibility.
Pupils should be helped to feel confident in what they are doing because they have been given clear understandable instructions.
Teachers should plan carefully how they will give instructions for a changes of activity. 8

9. Activities to try
In pairs or small groups, choose a topic which you might teach and then write two sets of instructions for an activity to start it off. The first should be as complicated as possible. The second should be as clear as possible. Try both out on the group and reflect on the process.
Arrange to observe another teacher or trainee for the first few minutes of a lesson to look specifically at the way you give instructions. Give feedback on “What went well” and “even better if….” 9

10. Want to find out more? References on the B4L site
Improving Behaviour for Learning (Secondary Schools) – Settling the class
Group trainee teacher discussions – Giving Instructions
Teachers TV - Teaching with Bayley – Key Instructions
Teachers TV - Teaching With Bayley - Too Much Talk
Teachers TV - Manage That Class - Year 8 - Friday 10

11. Conclusions
What is the key message have you gained from this scenario material?
How might you apply this approach in your own practice in school.
Further insights and notes for tutors and mentors are available on the website
Updated August 2009