CLASSROOM INSTRUCTIONAL LANGUAGE

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INTRODUCTION
Giving instructions for activities in English during an English Language lesson is and should be the norm, but some problems with comprehension may occur which results in teachers resorting to the native language. It is helpful if teachers can create an English atmosphere in the classroom.
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Complex instructions.
Ok,everybody ,would you,Maria ,sit down. Now what you have to do is, when you,you take this sheet of paper that Im handing out now and keep it a secret,and some of you are A ,its written at the top ,and some are labelled B . Ok can yoi see that? Dont show your paper to anyone and then you have to describe to your partner; sit face to face. Could you move your chairs around and describe whats on your paper so that your partner can find out whats different ,and you must agree; when you find something, draw it on your paper? Ok. Do you understand?
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Comments
Typical of unplanned instruction. Teachers often unaware they talk in that way until they stop and try to listen to what they are saying. A video recording can be very helpful here. Those instructions difficult for students to follow. What the students have to do is embedded in confusing unnecessary babble. A simple activity became impossible because didnt understand what T wanted them to do. Actually T failed to clarify what was required.
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How can I give clearer instructions?

5 steps: 1. Become aware of your own instructiongiving ( listen to yourself, record yourself; ask others to watch you and give feedback). 2. Preplan essential instructions. Analyse the instructions beforehand to include only the essential information in simple, clear language and sequence it in a sensible order. Use short sentences-one sentence for each key piece of information.Dont say things that are visible or obvious. Dont give instructions that they dont need to know at that point in time.
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How can I give clearer instructions?

3. Separate instructions clearly from the other chit-chat, telling off,joking,etc. Create a silence beforehand, make eye contact with as many students as possible, find an authoritative tone, make sure they are listening before you start. Use silence and gestures to pace the instructions and clarify meaning. 4. Demonstrate rather than explain whenever possible.

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How can I give clearer instructions? 5. Check that students have understood what to do. Dont assume. Get concrete evidence that they know what is required. Getting one or two students to tell you what they are going to do is one simp[le way of achieving this.

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Planning simpler instructions

Try this in pairs. Look again at the 1st example just now. 1.Identify the essential instructions the teacher wanted to give. 2. Delete unnecessary language. 3. Write out the instructions in the right order.
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ANSWER
Say Sit opposite your partner. Wait while they move. Some of you are A (gesture to letter A on the handouts). Some are B(gesture) Dont show your paper to anyone(mime hiding). Distribute the handout. Some things in picture A are different from picture B. Describe your picture. When you find something different draw it.(mime) Check understanding of instruction: What are you going to do? Students answer with brief explanation.

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IMPROVING INSTRUCTIONS
Simplify the following instructions using less confusing language or gestures. 1. Now, actially , I would really like you,if you could , now stand up, yes everyone, please. 2. Its on the unit on, er,travel, somewhere-its near the middle, pages 35 and 36,can you find that? Have you got it? No, not that one, the next unit, and take a look at the introduction , read it through quickly and jot down your answers to the questions at the top of the page over there, above the illustration.
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Answer
1. Gesture ( or Stand up).

2. Page 35.( Wait quietly till they have found the page). Read these questions. (Show questions.) Read this.( Show text) Write your answers.
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HOW TO GET LEARNERS ATTENTION

One reason why learners may not follow activity instructions is because that they didnt actually hear them, they wewrent paying attention when the instructions were given. Teachers need to win attention before instructions are given. Its a vital step.

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GETTING ATTENTION.
Start by making eye contact with as many people as possible. Establish gesture that means you want to speak..( cupped hand to your ear / holding your hand up). Just wait. Dont look impatient / anxious. Keep moving your eyes around the room from person to person, patiently. Think of this as gathering attention Enjoy it. Wait as long as necessary until there is silence and people are looking your way. If this doesnt work, dont change it dramatically. Just add in clear attention-drawing word such as OK.Say it once and then go back to the waiting.
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GETTING ATTENTION
You need to establish your authority and use it appropriately. Project your voice clearly, speak not shout. Control the quantity and complexity of what you say. Say what you need to as simple and as clearly as possible.

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Teachers role: participate, monitor or vanish?

What is teachers role once activity has been set up? Sit down and read a book? Go out of the room and have a cup of coffee? Sit down and work with separate groups one by one, joining in the tasks as a participant? Listen to as many students as possible, going over and correcting mistakes when you catch them, offering ideas when students get stuck,etc?

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Teachers role
Step 1: the first 30 seconds: are they doing the task set? Need to check to make sure that the ss are doing the activity that you asked them to do and they have understood the basic instructions and mechanics of the activity. Wander around the room, listen in briief to snatches from the many groups and assure yourself that the students are doing what they are suppose to . This is called monitoring to check mechanics.
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Teachers role Step 2 : The task itself. In many activities, aim is to get learners to work on their own, speaking fluently & trying out things without too much interference & correction. If they do the task correctly, you dont need to interfere. If you are around and visible, they may look to you for language items and help whenever they hit a problem.
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Teachers role

In some tasks however, where ss might not move forward quickly, where they need ongoing advice, support & encouragement then you may play an active role, probably monitor actively or participate.

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Teachers role
Discreet monitoring: You maintain minimal presence in the room, but do not overtly offer help, interfere, correct, etc. Ss know you are there, watching & listening doesnt disturb them. You are sending a message that you are interested, but that the main task is for them to do using their own resources as much as possible.
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Teachers role Vanish Cases when Teacher presence can actually interfere with and diminish the usefulness of work being done. Best option is for T to vanish, ie. Get out of immediate eyeshot. Go to a corner of the room and sit quietly. Keep a small percentage of attention on the room,in order to know when activity is reaching an end or a crisis point.
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Teachers role

Monitor actively Be more visible, allow students to be more aware of your presence and the possibility of calling on you for help and advice. Walk around, view and listen in to many different groups and frequently offer spontaneous advice and corrections,, respond to requests and questions from students.
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Teachers role

Participate You may sit down and join a group. Take part as if you were one of the group, offering ideas, helping with questions, joining discussions. Move to other groups as well.

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Other instructions
Working on pairs Working in groups

Using gestures / facial expressions. Teachers have to decide which type to use in a class depending on your students and the activity you want to carry out.
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THE

END

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