already been exposed to. Using complicated structures will confuse the children and youwill lose their attention.
Break the instructions into short sentences, each containing a key step.
As children mature, they are developing their attention span so that they canconcentrate for increasingly longer periods of time. It is implortant to keep sentences short.The instructions should be broken down into easily manageable steps, and each sentenceshould contain a “bite.sized” step for the children to work with.
4.Make sure that the steps are in a logical order, and that no steps aremissing.
Perhaps one of the most essential aspects of planning is to list the instructions in alogical order for the children to carry out. Think about when you want them to move their chairs, get into groups or teams, etc. When do you want them to look after their worksheets? Remeber that once the children are askd to move places or look at materials,thir attention will no longer be on you!As a rule of thumb, organise the children into the seating or grouping positions yourequire early in the instructions.Only hand out materials at the moment you want the children to look at them. If youforget one step in teh instructions and have to go back, they will get confused.Make a note of the steps to refer to until you get used to instruion giving.
5.Don´t include information about what you are doing.
It´s important to control your clasroom language. For emaple, if you are handing outmaterials, it isn´t necessary to tell the children what you are doing – it will be clear from your actions. While it´s good to have natural exposure to English, when giving a series of instructions, teachers should keep to the essentials of what the children need to do. Thishelps to focus their attention.
6.Plan which gestures you can use to accompany steps.
Teachers of young learners are used to being good actors! The art of givnig effectiveinstructions relies heavily on the use of clear gestures to accompany the steps. Language isalways more easily understood in context. Holding up and showing children the materialswith which they will work, or demonstrating how they must do something, will alwaysprodcue good results. Make sure that you always exagtgerate your gestures and makethem larger than life!
7.Plan the actions you want the children to perform.
One of the problems with delivering a series of instructions is maintaining the attentionspan of the children. Thje age of the children will determine how many steps of theinstructions they will be able to hold in their memory. The best solution is to organise thesteps as far as possible in lock-steps so that you can demostrate and the children can carryout taht part of the instruction.
Once you have carefully planned the instructions, it´s worth giving some thought to how youare going deliver them. Here are some guidelines:
1.When you are ready to begin the activity, make it obvious that you areabout to give instructions.