Module 3, Assignment 1: Handing out directions
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Examples
Open your book. Page 45. Number 3. James, read…
Matt and Alex, role play. You are at a shop. Alex, you sell tickets. Matt, you want to buy a ticket, and you ask a lot of questions. Alex, try your best to sell the ticket.
Alex, what’s this?
Before handing out the worksheet, the teacher should explain the worksheet and give one example. Put the worksheet on the overhead then say , Number 1. Circle the answer. Do the same for number 2, 3, 4, …. (instructions should be the same for each question).
With giving instructions to a class i am teaching,i always make sure that i am straight to the point, speak clearly and in a voice so the whole class can hear what i am saying and asking them to do.If the class is a beginners class or new students learning the English language, i assist in showing them what i have asked to do.If students can visualise what you are asking them to do,it becomes easier for them to understand and it makes the class work more efficient as you do not waste time explaining to individuals what you asked them to do and other students have no time to get side tracked.
For instance; If you want a student or students to collect papers from other students desks,walk to a students desk and pick up their piece of paper they have written from their desk,but whilst doing this talk thru the actions you are taking;i am “walking” to Davids desk, i am now “picking up” his “paper”,now i am “walking” to the “teachers desk” and “placing the paper” i have collected on the “teachers desk” where he ask them to be placed.By physically showing them and asking them what to do or not to do will make understanding the instruction(s) given easier to comprehend for the student(s).At times this way of giving instructions you will even need to do with students that have been studying the language for some time,as mental blocks do appear,or a student is feeling a little off,or he/she was not paying 100% attention to you when handing out the instruction.
When I give out directions in class, I often use a lot of miming and gestures along with speaking out clearly. When I say,”Open your book”, I mime opening a book. I also make sure that I don’t speak to fast, like, “Sitdownopenyourbooktopageeight”. I make sure that I enunciate words clearly and slow enough for them to understand.
I also like doing the actions by myself, to set an example for the kids. For example, before break time, I always tell them, “Please, no running!” along with an action and crossing my arms to a big X. “No shouting!”, as I act out shouting, then doing the big X sign with my arms; and so on. I also do this when I give out instructions on how to play a game.
Entering a classroom for the first time, and not yet being familiar with the level of English comprehension of the students, makes it difficult to tailor ones language as a teacher. The solution is clearly to keep instruction as simple as possible, a technique that will require some practice from my side; keeping communication to the point, whilst not feeling like a drill instructor! Clear pronunciation is key.
Examples:
• “Take out your (green book) book” (hold up book), “page 45, number 3” (repeat, “page 45, nr 3”). “James, please read”. Walk around room to check all on the right page.
• Point at object in the room “Alex, what is this”. Show by example by pointing to other objects and saying name loudly and clearly.