The importance of giving instructions...

Have you ever wondered why your students don't perform an activity well? Maybe you've thought about changing the activity because it was nos realistic. Maybe you've even considered giving them more time to finish the activity because you thought they needed more time. Have you stopped and thought about checking the instructions you're giving them instead of anything else?

Let's think about our job for a minute. It is true that our main activity in class is to teach, but when we are setting up an activity giving instructions is even more important than the teaching aspect. Why am I saying this? Because the success of the activity depends, in a way, on the students understanding what they have to do and how they have to do things in class.

How can we make sure we are giving clear instructions?

There are certainly many steps we can take to make sure our instructions are clear and easy to understand. Here is what I call "golden rules" to give good instructions:

- Plan your instructions and practise them: Everything you say in class should be planned ahead of time; the best way to do this is by thinking, during your planning stage, what you're going to say and how you're going to say things... and practise them. That way you'll know how you sound and if there are things you need to change.

- Get your students attention: One of the reasons why activities don't work out is the fact that there might be one or two students who did not listen to you, and as a result, become a problem during the activity because they don't know what they have to do. Remember that giving instructions is the main part before the activity; everybody has to listen to you while you're telling them how they have to do the activity. Maybe a loud clap will get their attention before you start with your instructions.

- Speak clearly and project your voice: This is linked to the first idea (practise) and considered an important part of giving instructions. Make sure everybody listens to you - students in front and students at the back of the classroom. The best way to know if they all listen to you is by practising.

- Use short sentences and simple language: As teachers we like to say nice things and long instructions, but these complicate more the students. So, instead of saying "So, Julio, could you tell me where the coffee shop is?" we should simply say "Julio, where's the coffee shop?" There is actually no need to give fancy instructions when they just need clear ones.

- Speak to the whole class: When giving instructions make sure you are talking to everybody and not just a group of students. Look at all of them while you're setting up an activity and make them feel they are all part of the moment. If you need to stand right in the middle of the class instead that in front, don't be afraid of doing it. Sometimes we need to stand at the corner to have a clear view of the whole classroom, and then give the instructions from there.

- Use gestures, body language: Some students are more visual than others and so they need to see things rather than just listening to them. Use your body when you are giving instructions, you are already helping the auditory learners, do not forget about the visual ones. Point if you need to, at the board if you've written something there or at the book if you need to get their attention.

- Check understanding: Make sure they understand what they have to do before they start working. One way to do it is be asking ICG's (Information Checking Questions) so, for example, after you've told them to do a speaking activity you ask them, "Do you have to write something?” However, avoid questions such as, "Do you understand?", "Is it clear?” etc.

- Don't give hand-outs before the instructions: If you are going to give them something to work with (hand-outs, flashcards, laminated material, etc.) do not give them these before you've set up the activity. Otherwise you will have a bunch of distracted students while you're giving the instructions and they will not listen to you. Instead use the hand-out, flashcard or laminated material as part of your instructions. 

Photo: Remember to "chest and point"

 - DEMONSTRATE: This is possibly the most important part of giving instructions, when you demonstrate what they have to do. You can do it yourself or you can use a strong student to help you model the activity. If they need to fill in a gap or ask and answer a question, do number one with a student and that will set an example of what they have to do with the rest of the activity. Always remember to model the activity.


I know there are many things to remember but that's only because this is a serious topic and we need to be 100% sure that we are doing things well. If we don't give clear instructions then we cannot ask students to do the activity well because they will be confused during the whole process... and that is something we should not let happen.

I really hope this has been helpful and you've learned something from here. If there is any comment you would like to make or any other aspect of giving instructions you would like to highlight, you can always comment and share your ideas.

Happy teaching,




Erick Maguiño Matusaki