GIVING INSTRUCTIONS IN THE EFL CLASSROOM AVOIDING CONFUSION GIVING INSTRUCTIONS IN THE EFL CLASSROOM

ENERGIZER

Understand the importance of clear instructions WORKSHOP GOALS Understand the importance of clear instructions Practice giving simple English instructions for activities Learn new activities to use in class

TURN & TALK Think about the following questions for 1 minute: Clark, G. (2012) Think about the following questions for 1 minute: How do you give instructions in your class? What (if any) problems have you encountered? What solutions/good ideas have you thought of? When I say go, you have 3 minutes to discuss these with your partner. http://www.swamp.com.au/cartoons.php?c=%209656#.W4efG84zaM-

CLEAR INSTRUCTIONS Reduce misunderstanding, confusion, and chaos Decrease Teacher Talk Time (TTT) and increases Student Talk Time (STT) Demonstrate teacher confidence Create a calm atmosphere

STEPS Pre-delivery Delivery Post-delivery Plan Get students’ attention Group students & arrange furniture Pre-delivery Give instructions Model Check for understanding Pass out materials Cue to start Delivery Monitor students for understanding Clarify & make changes as needed Post-delivery

PLAN What is the language level(s) of my students? What will I say? What will my co-teacher say? Will we translate the instructions into Chinese? * Write down what you will say. How can I break down my instructions to make them clear and simple? Do all instructions need to be said at the beginning? Can some instructions be added as we go? How will I model my instructions? When will I hand out materials? Do I need visual aids, realia, or other materials to help explain the instructions? Practice giving the instructions.

GET STUDENTS’ ATTENTION Attention grabber Sound Bell, chime, whistle, clap, music Silence Make sure all students are looking at you/making eye contact before you start talking.

ARRANGE GROUPS Assign students to groups before instructions Arrange desks before instructions Give a time limit Timer Countdown Song

GROUPING IDEAS Create pairs Count off Pre-group Random assignment Use gestures to indicate who is together Count off Have students hold their numbers on their fingers Pre-group Group before class Create a master group list Random assignment Use popsicle sticks, attendance list Game: Find Someone Who, Ships

Class Groupings Mythical Creature Music Fruit Partners Small Groups Groups of 5 Unicorn: Isabelle, Jenna Pop: Isabelle, Ben, James Mango: Isabelle, James, Sarah, Karina, Becca Dragon: James, Emma Rock: Sarah, Jenna, Emma Griffin: Sarah, Ben Jazz: Karina, Becca, Lauren, Gina Kiwi: Ben, Jenna, Emma, Lauren, Gina Phoenix: Karina, Gina Basilisk: Becca, Lauren

BRAND NAME CATEGORIES

GIVE INSTRUCTIONS Cue: When I say go Break instructions down into steps Use visuals Write the instructions on the board/ppt. Consider how you are writing them. Use ppt animations to show step-by step Create a visual of the activity. Use gestures Use facial expressions Use clear, concise language Give a time limit

REVISING WORDY INSTRUCTIONS Concise Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it. When you have the paper, I will tell you a vocabulary word, and you will repeat it after me. Then, I will say, “Go!” and you will turn your paper over and find the word in the text. When you find the word, you should put your finger on the word and raise your hand so I can see you. When I call on you, you should read the whole sentence that has the vocabulary word in it. Adapted from Sowell’s Good Instruction-Giving in the Second-Language Classroom, Forum Magazine: americanenglish.state.gov/files/ae/resource_files/etf_55_3_pg10-19.pdf

REVISING WORDY INSTRUCTIONS Concise Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it. When you have the paper, I will tell you a vocabulary word, and you will repeat it after me. Then, I will say, “Go!” and you will turn your paper over and find the word in the text. When you find the word, you should put your finger on the word and raise your hand so I can see you. When I call on you, you should read the whole sentence that has the vocabulary word in it. Here is your reading text. Don’t look.

REVISING WORDY INSTRUCTIONS Concise Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it. When you have the paper, I will tell you a vocabulary word, and you will repeat it after me. Then, I will say, “Go!” and you will turn your paper over and find the word in the text. When you find the word, you should put your finger on the word and raise your hand so I can see you. When I call on you, you should read the whole sentence that has the vocabulary word in it. Here is your reading text. Don’t look. I‘ll say a word. You repeat.

REVISING WORDY INSTRUCTIONS Concise Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it. When you have the paper, I will tell you a vocabulary word, and you will repeat it after me. Then, I will say, “Go!” and you will turn your paper over and find the word in the text. When you find the word, you should put your finger on the word and raise your hand so I can see you. When I call on you, you should read the whole sentence that has the vocabulary word in it. Here is your reading text. Don’t look. I‘ll say a word. You repeat. When I say, “Go!” turn the paper over and find the word.

REVISING WORDY INSTRUCTIONS Concise Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it. When you have the paper, I will tell you a vocabulary word, and you will repeat it after me. Then, I will say, “Go!” and you will turn your paper over and find the word in the text. When you find the word, you should put your finger on the word and raise your hand so I can see you. When I call on you, you should read the whole sentence that has the vocabulary word in it. Here is your reading text. Don’t look. I‘ll say a word. You repeat. When I say, “Go!” turn the paper over and find the word. Put your finger on the word. Raise your hand.

REVISING WORDY INSTRUCTIONS Concise Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it. When you have the paper, I will tell you a vocabulary word, and you will repeat it after me. Then, I will say, “Go!” and you will turn your paper over and find the word in the text. When you find the word, you should put your finger on the word and raise your hand so I can see you. When I call on you, you should read the whole sentence that has the vocabulary word in it. Here is your reading text. Don’t look. I‘ll say a word. You repeat. When I say, “Go!” turn the paper over and find the word. Put your finger on the word. Raise your hand. Read the sentence that has the word in it.

TEXT VOCAB. SEARCH

PASSING OUT MATERIALS Turn papers over on students’ desks For “secret” activities For racing activities Use a prompt to keep students from touching/looking at the papers. Put your hands on your shoulders. Establish a routine Student helpers to pass out materials Take one and pass

Will having the materials help students understand the instructions? PASSING OUT MATERIALS Will having the materials help students understand the instructions? Yes Will showing the materials in a ppt be as effective as each student having the materials? Show the materials in the ppt and pass out the materials after giving instructions. No Pass out the materials for the students to look at while you give instructions. Pass out materials after giving instructions.

GROUP READING QUIZ

MODEL Modeling methods Teacher Teacher & student Two or more students Whole class Use the board or ppt Use realia or props Do a demonstration

CHECK FOR UNDERSTANDING Do not ask, “Do you understand?” Students may be scared to say they don’t Students may think they understand, but they don’t Ask Instruction Check Questions What do you do first? How many people will you ask? Prompt students to repeat the instructions back to you. First, I ________________. Then, you__________________. Ask students to demonstrate the activity in front of the class For advanced students/routine activities Show students the activity and ask what they think they should do

BEGIN Give cue to begin: Go! Monitor if students are following instructions correctly Check the whole group before stopping to help one group Are all students/groups confused? Pause the activity and re-give instructions Have one group that understands demonstrate Are one or two students/groups confused? Help them individually

MARIO

L1 INSTRUCTIONS Use when clarity is needed Use when instructions are long or complicated English-Chinese-English Tell students you will first give instructions in English, then Chinese. Repeat instructions in English Check understanding in English, then Chinese, if needed As the year progresses, try to eliminate or reduce Chinese instructions As routine develops So Chinese doesn’t become a crutch

TIPS TPR Facial expressions Eyes on me. Eyes on you. Eyes on (the board) (co-teacher) (student) Students should use the target language as much as possible-build this into the activity & instructions Build classroom management & engagement into the instructions. Put your hands up. Hands on your head…. Consider how students will decide to go first. RPS, alphabetical, by number, roll a die Give students time To think To read before to themselves before reading aloud

TASK: ADVERTISEMENT Your students will create an advertisement in groups of 4. What instructions will you give? Think of pre-delivery, delivery, and post-delivery.

QUESTIONS

THANK YOU! Email: abradley@fse.fulbright.org.tw