Giving effective instructions

Instructions are ambiguous.

• Effective.

• Ineffective.

Instructions are checked.

• Effective.

• Ineffective.

Instructions are clear and straightforward.

• Effective.

• Ineffective.

Instructions are staged or broken down.

• Effective.

• Ineffective.

Learners turn to their peers and ask what they have to do.

• Effective.

• Ineffective.

Teacher goes around desk by desk repeating everything that was said.

• Effective.

• Ineffective.

Teacher doesn’t grade language.

• Effective.

• Ineffective.

Learners start task right after listening to instructions.

• Effective.

• Ineffective.

Teacher makes use of visual support.

• Effective.

• Ineffective.

Teacher doesn’t have full attention of learners when giving out instructions

• Effective.

• Ineffective.