Classroom Management Success: Getting Students to Follow Your Instructions
Posted: Friday, September 18, 2009
by Rob Plevin
Behaviour Needs
The first thing we can do to maximise the chances of having a student follow instructions is to make sure they actually know what we mean when we speak to them. Have you ever asked a student to get on with their work only to turn round 5 minutes later and see that they've totally ignored you? And when you ask them why they aren't doing as you asked they say "I didn't hear you" or "I didn't know what you meant." It's frustrating isn't it?
"Darren, what did I just ask you to do?"
"Kyle, tell me what I just said please."
"John, repeat the instructions please so I know you heard me."
Once they've told you, they can't ever come back at you with "I didn't understand" or "I didn't hear you" and you have successfully eliminated one source of potential problems.
The second aspect of cutting out arguments associated with the instructions we give our students concerns the way in which we actually communicate them. On our live courses we use various activities to illustrate the importance of congruence making sure that the messages we give through our facial expressions, body language and voice tone/pitch/volume clearly match the words we use and help convey our message without being misinterpreted.
It is difficult to be aware and maintain control of body language, facial expressions etc. when dealing with confrontation but the way we speak to an angry or frustrated student is at least as important as the actual words we use and has a tremendous impact on the outcome.
A pupil will read everything about our approach, our stance and the way we look at them before we actually start to speak and if we get any of these crucial aspects wrong they will have decided to listen, switch off or retaliate before we even open our mouths.
It is the silent messages we unconsciously give that are often at the root of students either ignoring or arguing with us.
Are we giving them the message that we're tired and worn out? If we do there's a good chance they'll either ignore us or push a little harder to tip us over the edge when we ask them to do something they'd rather not.
Are we giving them the message that we're angry with them? If we do they might well turn against us completely. Tough pupils might retaliate there and then while quieter pupils might hold a grudge and seek retribution at a later date. In either case, they are unlikely to behave as we would like.
The way we give instructions has a massive impact on how students respond to them. We can give the impression that we are a pushover, a threat or a leader depending on the silent
messages we give out. If you find your students aren't responding to your instructions in the way you'd like this might be a good area to reflect on.
Thirdly, instructions need to be clear and unambiguous . The clearer the directions, the more chance there is that they will do what we want and the less chance there is for arguments due to misinterpretation.
"John, you need to stop tapping your pen, sit properly on your chair and look
this way."
...will have more chance of getting the desired outcome than...
"John, stop it!"
A request like this immediately leaves us open to questions...
"Stop what?"
...and then before we know it, an argument has developed...
"I wasn't doing anything! You're always picking on me!" Etc. etc.
Once they've drawn you into a battle-of-wills' your lesson is lost.
Here's another simple example...
"Get on with your work quietly"
The word quietly' means different things to different people so straight away we have opened the door to more confrontation. For one student it means whispering while for another it means talking in their normal speaking voice. Another pupil might take this as meaning there is no real rule on noise levels at all. In each case, a pupil who is challenged for making too much noise will almost certainly protest that they are "working quietly". It's not surprising that vague instructions like this don't always result in the behaviour we want to see and are often a source of arguments.
To make sure the students keep within the noise levels we want we would need to clarify what we mean by quietly'. Younger children might need a tangible representation of the word they could be shown a ruler and told to use their '30cm voices' or their partner voices' instead of their yard voices'. For older students we might simply clarify our instruction by demonstrating the volume we are referring to.
Bottom line: Explain very clearly what you want a pupil to do, ask them to do it in the right manner and there is more chance they will actually do it without arguing.
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Top-level comments on this article: (1 total)Thanks Rob,I have been using these ideas in my classes this week and they are working well. It's been a good week thanks to your inspiring articles. Look forward to reading and trying out further ideas from your other articles in due course.Elfreda
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