- guardian.co.uk, Friday December 10 2004 14.50 GMT
"I recently qualified on a Celta and now I have two classes in East London (beginner and pre-intermediate). I have trouble getting my instructions across. The students eventually get there, but only after the break while I'm out the room."
Relying on students to explain a task to one another is something that happens in many classes and is often helpful. We expect students to work in pairs or help their partner, so re-explaining your instructions in lesson time may be appropriate. But in most cases it's preferable that students follow your instructions first time round.
As a starting point instructions need to be broken down into manageable steps. If instructions are given all in one go, people stop listening; by the time you've explained the final step, everyone has forgotten what happens at the beginning. So as one instruction is given, students should complete it before hearing the next step. For example, if you want the students to work in pairs and then talk, make sure they know who their partner is before they start talking.
Reducing the number of words in your instructions to the bare minimum is also a good idea and this applies to any level. For example, saying "Would you mind standing up?" might expose students to polite forms but a straightforward "Stand up" will get the job done. Nor is this rude: there are moments in the classroom when students simply want to know what you want them to do next. Besides, efficient execution of instructions frees up more time for productive activities in the lesson.
Some teachers find that scripting any complex instructions helps to avoid potential problems. Rehearsing the instructions - including the gestures you intend to use as well as the words - is also useful. Try them out on some colleagues pretending to be students and get their feedback.
As the two groups you mention are low-level, demonstration rather than explanation is especially important. Sometimes you might need to model the actual activity with a student so everyone understands. With a speaking activity, play an example first that models the target dialogue. When handing out a worksheet make sure that an example is given. Alternatively, do number one together as a class. As soon as students see that they have to fill the gap or re-write the sentence in number one they will logically assume that the rest of the questions will require the same approach.
Finally, building in routine approaches to instructions helps relax students as they become used to, for example, working in groups of three or discovering a rule. Before you know it, students start the next activity without a word from you.
· John Hughes is an ELT teacher, teacher trainer. He will be answering new teachers' queries. Send requests for advice to tefl.advice@guardian.co.uk
