This document discusses preparing and delivering effective instructions in the classroom. It provides guidance on what constitutes good and poor instructions, how to support instructions through gestures and visual aids, and how to check for student understanding using Instruction Concept Questions (ICQs). Some key points covered include using clear, graded language in instructions; ensuring all students are engaged; supporting instructions with gestures and facial expressions; and planning ICQs tailored to different classroom activities that contain two response options for students. The document emphasizes the importance of practicing delivering instructions and getting feedback to improve.

1. Instructions in the Classroom
LTC Eastbourne © 2014
Martin Sketchley

2. Today’s Training Session
Preparing and delivering instructions
Good and poor classroom instructions
Preparing instructions for a range of classroom
based activities
Incorporating ICQs in the classroom
Further reading to learn more

3. What are instructions?
Instructions are given when setting up and
delivering activities in the classroom.
They are needed so students know what they have
to do.
All teachers are expected to deliver instructions
during a lesson whatever the activity.
Instructions provide an opportunity for authentic
listening for students.

4. Instruction Giving: Listen!

5. Good & Poor Instructions
Write down your own ideas for good and/or poor
instructions
Work together in small groups
You have three minutes
Share your ideas after three minutes

6. Good & Poor Instructions
Clear and graded
language
Support instructions with
gestures
Ensure all students are
engaged
Check all students have
understood instructions
Good Instructions Poor Instructions
Using confusing and
vague language
Talking around the task
Lack of eye contact
Handing out worksheet
and then giving
instructions

7. Support Classroom Instructions
You can support classroom instructions by:
• using gestures, facial expressions, your hands and
intonation
• sometimes using pictures or real objects
• writing up key instructions/rules on the whiteboard

8. Think of Gestures
Stand up.
Work on your own.
Five minutes left.
Quieten down.
Listen to me.
Give a longer answer.
Please stop talking
now.
Stop a noisy student
talking.
Listen to her.
Can you repeat that?
Think of gestures you could use for the following instructions

9. Planning Instructions
You will be given materials
from different coursebooks
Instructions will be for
different activities (listening,
role-play, etc)
Instructions shall be practiced
Work together in your groups
Peer feedback will be
provided after the instructions

10. What Are ICQs?
ICQs are “Instruction Concept Questions”
Can be used to check understanding of instructions
They can be tailored to the relevant task
Don‟t patronise students
Contain two options so students can respond with
„x‟ or „y‟
http://efl-resource.com/icqs-making-sure-your-students-know-what-to-do/

11. ICQ Preparation
Plan your own ICQs for different activities: “Do you
work alone or in groups?”
You shall remain in groups and peer feedback shall
be given
Remember CCQs are different to ICQs: do you
know the difference?

12. Instructions & ICQs: Additional
Reading
Further reading available:
• “Learning Teaching” (2011) by Scrivener
• “The Practice of English Language Teaching” (2007) by Harmer
• “Classroom Management” (2013) by Scrivener
Online reading:
• http://efl-resource.com/icqs-making-sure-your-students-know-what-to-do/
• http://eltrantsreviewsreflections.wordpress.com/2012/02/25/the-cult-of-icqs/
• http://eltnotebook.blogspot.co.uk/2006/11/giving-and-checking-instructions.html

13. Things to Consider
Plan and note down instructions & ICQs
Record yourself giving instructions & ICQs
Reflect on the instructions: simplicity, language, etc
Ask for advice from other teachers: “How would you give
instructions for …?”
Demonstrate rather than explain wherever possible
In class, separate instructions from other forms of
conversation

14. Any
Questions?