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Giving Clear Directions

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Chapter 1: Introduction

Directions

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Directions are something that most teachers take for granted. We ask students to do something, and most of the time, we expect them to do it.

In fact, we often don’t give much thought to our directions.

Every day, for 180 days a year, we use words to get students to do things, and they respond in some way. Nothing could be simpler, right?

Impact of Directions

( For a complete list of references, refer to the On-Demand Module Giving Clear Directions for a Task. ) ( 1 )

In reality, the ability to give clear and explicit directions is vitally important. The directions we give - and the way that we give them - can impact student learning, student behavior, and issues of equity and fairness.

Meet Michael

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To illustrate this idea, imagine a 7th grade student named Michael. Michael is shy and quiet. He struggles in some subjects, especially math, but is a hard worker and always gives his best effort.

Michael attends a middle school in a mixed-income neighborhood, and his school serves a mix of middle-class and working class students.

Math Class

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( For a complete list of references, refer to the On-Demand Module Giving Clear Directions for a Task. ) ( 2 )

One day Michael is sitting in math class. His teacher models a few problems on the board, and then works through a couple with the whole class.

Afterward, his teacher gives the students a handout for practice and says: “Ok. Work through the first three problems on your own, then we’ll check them together.”

The Plot Thickens

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Michael looks at the paper in front of him. He checks his notes, but the first problem has him stumped. He turns to the student sitting next to him to ask how he is setting up the problem.

His teacher notices this and says, “Michael, you were supposed to be working silently. This is your first warning.”

Michael wants to tell the teacher that the only thing he was trying to do was ask for help, but he doesn’t want her to think that he’s trying to talk back or be disrespectful. He stares back at his paper in silence, and waits.

Emotions

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( Copyright 2017 Arizona Board of Regents. Copyright 2021 Inspire Teaching & Learning. All rights reserved. For a complete list of references, refer to the On-Demand Module Giving Clear Directions for a Task. ) ( 3 )

If you were Michael, which of the following words would best describe how you’re feeling right now? It’s possible that you might have felt any of these emotions.

You might be hurt or frustrated or angry because the teacher publicly disciplined you for violating an expectation that was never explicitly stated. You also might be confused, and think to yourself, “Why did I just get in trouble for talking when she never said we couldn’t talk?”

Finally, you’re probably feeling pretty discouraged. You’re struggling with the work and need help, but the teacher never told you how to get it. And when you tried to ask a peer for help, you got in trouble.

Chapter 2: The Problem with Indirect Communication

Indirect Communication

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You might remember that at the beginning of Michael’s story, we mentioned that he attended a school that served a mixture of middle-class and working-class students.

Many teachers - especially if they come from a middle-class background themselves - feel more comfortable with indirect forms of communication in which the desired behavior is implied.

In her classic article “The Silenced Dialogue,” Lisa Delpit (1988) offers the example of a middle-class mother directing her child to take a bath by saying “Isn’t it time for your bath?” Although it is phrased as a question, both the mother and the child understand it as a directive to get into the bath.

In a similar way, Michael’s teacher might have assumed that when she told students to do the first three problems on their own, the expectation to work silently was implied and did not need to be explicitly stated.

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These “implied norms” for behavior that represent dominant, middle-class values are what some scholars refer to as the “hidden curriculum” of school.

Some behavioral norms in the hidden curriculum might include things like following the teacher’s directions, refraining from calling out, working independently, and asking for help.

Sociology professor Jessica Calarco notes that “While teachers do not explicitly teach the hidden curriculum, they evaluate students on the appropriateness of their responses.”

( Hidden Curriculum )

( For a complete list of references, refer to the On-Demand Module Giving Clear Directions for a Task. ) ( 5 )

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In other words, teachers often judge students based on their compliance with behavioral norms that have never been made clear.

This is less problematic for middle class students because they often receive exposure to the hidden curriculum through their interactions at home.

But when teachers use vague or unspoken expectations with working class students, it can be very damaging. This is especially true if the cultural norms for communication that the student is used to at home do not align

( Impact of Hidden Curriculum )

( 6 ) ( For a complete list of references, refer to the On-Demand Module Giving Clear Directions for a Task. )

with what the teacher expects at school.

Based on their family and cultural experiences, middle class students are often able to more naturally behave and respond in ways that their teachers will recognize and reward. By contrast, working class students might have had different - but not inferior - cultural experiences. And since the knowledge they’ve gained from these experiences is not what’s valued by their teachers in school, their teachers may come to view and treat them as “behavior problems,” or as poor, unmotivated students.

Equity

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This is why a teacher’s ability to convey clear and explicit directions is fundamentally connected to equity. Equity in teaching is ensuring that every single student gets what they need in order to be successful.

In order to be successful in any classroom, students need to understand - rather than having to guess - how their teacher is expecting them to behave in a given situation.

It should also be emphasized that providing clear and explicit directions is not just beneficial for students who are used to more direct forms of communication.

For ANY student, it’s not fair to hold them to a behavioral expectation if that expectation has never been made clear.

For a complete list of references, refer to the On-Demand Module Giving Clear Directions for a Task.

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Chapter 3: How to Give Clear Directions

Tasks

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So, how do we do it?

Crafting clear directions is actually pretty simple. The reason many teachers struggle with it is because they either don’t fully think through what they want their students to do, or they assume their students will already know what they want them to do.

Before we go any further though, let’s put this discussion in context. When we say directions, we’re talking about the directions for tasks or learning activities in your classroom. And we’ll define a task as “anything you want your students to do at any given time.”

Whether it’s peer-editing a persuasive essay, setting up a science lab, or what to do while watching a video, effective directions should always include a WHAT, HOW, and WHY.

Menu

What

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The WHAT explains, in simple and direct terms, what you want your students to do. Take a look at this example.

Why

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The WHY explains the rationale for the task in a way that is relevant for your students.

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The HOW is the heart of your directions. It describes, in specific detail, how you want students to complete the task.

Your how should include the steps or process that you want your students to follow for a task or learning activity, as well as your expectations for movement, volume level, and behavior.

Take a look at this example:

“Here are the steps I want you to follow.”

1. Use paper-rock-scissors to decide who goes first.

2. Partner 1 will share the comments and annotations he or she made.

3. Partner 2 will ask questions, respond to comments, and share his or her thinking.

4. Then, the partners switch.

5. You'll have a total of ten minutes. Keep your discussion focused on the text, and keep your voices at "Level 2" at all times.

( How )

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Now, at this point you might be asking yourself a couple of questions. The first is, “Do I really need to provide directions that are at this level of detail?”

The short answer is, YES. You should think very carefully about how you want something done, and then give directions that are specific enough to remove any ambiguity.

The next question might be, “This seems like a lot of steps. Do I have to give them all at once?”

The answer is, NOT NECESSARILY. If your directions contain several steps, it may make a lot of sense to “chunk” them rather than giving them all at once.

( FAQs )

Of course, this answer leads us directly to another question, which is “Once I’ve created my directions, what’s the best way to deliver them to students?”

Key Ideas

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Here are some simple steps for delivering clear directions any time you want students to do something. Take a moment to read them.

"Let's dive into a few of these steps in greater detail."

Model the Directions

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First, it’s always a good idea to model the directions you want your students to follow, especially if they are fairly complex or contain several steps. It’s often not enough for students to hear the directions; they need to see what they look like in action. The modeling can either be done by the teacher, or by students.

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When it comes to inviting student questions, many teachers face the challenge of asking for students' questions, but then hearing a chorus of crickets. Not because there are no questions, but because students are reluctant to ask them. To help make students feel safer about asking questions, frame the request as, “I might not have explained these questions perfectly. Help me know what I did not explain very well” (Shindler, 2010, p. 92).

( Inviting Student Questions )

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Next, the directions should be posted - on the board, on a poster, or on students’ papers - so that students can visually refer back to the directions after they are given.

Clear Cues

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Finally, teachers should provide a clear cue for students so they know when they should begin following the directions. This can be as simple as prefacing the directions with “When I say ‘Go’ and then finishing with ‘Go.’”

( Post Directions )

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Now, right now you might be asking yourself, “Ok, but what if I follow all these steps and some kids just weren’t listening?”

There are three simple solutions to this problem. The first is to use an attention-getting signal to make sure you have all students’ attention before you begin to deliver your directions.

The second is to post the directions for the task, and direct students to them if they need a refresher on what the directions are.

If a student still wasn’t listening, gently direct the student to ask a peer to explain the directions. Let them know that you will be available if they have additional questions.

Conclusion

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( Solutions )

In the end, giving good directions begins with thinking carefully about what you want to happen as students complete a task or a learning activity, and then explicitly communicating that to students in a way that makes sense to them.

Giving explicit directions is one of the most simple but important things a teacher can do to improve student behavior and achievement, and build an equitable classroom in which all students’ needs are met.

( For a complete list of references, refer to the On-Demand Module Giving Clear Directions for a Task. ) ( 16 )

Class 3

Giving Clear Directions

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Chapter 1: Introduction

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Chapter 2: The Problem with Indirect Communication

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Chapter 3: How to Give Clear Directions

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