Wk4 Classroom Instructional Language

8/2/2019 Wk4 Classroom Instructional Language

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CLASSROOM

INSTRUCTIONAL

LANGUAGE

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INTRODUCTION

Giving instructions for activities inEnglish during an English Language

lesson is and should be the norm, but

some problems with comprehension

may occur which results in teachers

resorting to the native language.

It is helpful if teachers can create an

English atmosphere in theclassroom.

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Complex instructions. Ok, everybody, would you, Maria, sit down.

Now what you have to do is, when you, youtake this sheet of paper that Im handing outnow and keep it a secret, and some of you areA ,its written at the top ,and some are

labelled B. Ok can you see that? Dont showyour paper to anyone and then you have todescribe to your partner; sit face to face.Could you move your chairs around anddescribe whats on your paper so that yourpartner can find out whats different ,and youmust agree; when you find something, draw iton your paper? Ok. Do you understand?

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Comments

Typical ofunplanned instruction.

Teachers often unaware they talk in that way until

they stop and try to listen to what they are saying.

A video recording can be very helpful here.

Those instructions difficult for students to follow.

What the students have to do is embedded in

confusing unnecessary babble.

A simple activity became impossible because

didnt understand what T wanted them to do.

Actually T failed to clarify what was required.

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How can I give clearer instructions?

5 steps:

1. Become aware of your own instruction-giving (listen to yourself, record yourself; ask others towatch you and give feedback).

2. Preplan essential instructions. Analyse theinstructions beforehand to include only theessential information in simple, clear languageand sequence it in a sensible order. Use shortsentences-one sentence for each key piece of

information.Dont say things that are visible orobvious. Dont give instructions that they dontneed to know at that point in time.

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3. Separate instructions clearly from the

other chit-chat, telling off,joking,etc.

Create a silence beforehand, make eye

contact with as many students as possible,

find an authoritative tone, make sure theyare listening before you start. Use silence

and gestures to pace the instructions and

clarify meaning. 4. Demonstrate rather than explain

whenever possible.

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5. Check that students have understoodwhat to do. Dont assume. Get concrete

evidence that they know what is required.

Getting one or two students to tell you

what they are going to do is one simp[le

way of achieving this.

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Planning simpler instructions

Try this in pairs.

Look again at the 1st example just now.

1. Identify the essential instructions the

teacher wanted to give.

2. Delete unnecessary language.

3. Write out the instructions in the right

order.

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ANSWER

Say Sit opposite your partner.

Wait while they move.

Some of you are A (gesture to letter A on the handouts).

Some are B(gesture)

Dont show your paper to anyone(mime hiding).

Distribute the handout.

Some things in picture A are different from picture B.

Describe your picture.

When you find something different draw it.(mime)

Check understanding of instruction: What are you going

to do? Students answer with brief explanation.

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IMPROVINGINSTRUCTIONS

Simplify the following instructions using less

confusing language or gestures.

1. Now, actually , I would really like you, if you

could , now stand up, yes everyone, please.

2. Its on the unit on, for travel, somewhere-itsnear the middle, pages 35 and 36,can you find

that? Have you got it? No, not that one, the

next unit, and take a look at the introduction ,

read it through quickly and jot down youranswers to the questions at the top of the page

over there, above the illustration.

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Answer

1. Gesture ( or Stand up).

2. Page 35.( Wait quietly till they have

found the page).

Read these questions. (Show questions.)

Read this.( Show text)

Write your answers.

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HOWTOGET LEARNERSATTENTION

One reason why learners may not follow

activity instructions is because that they didnt

actually hear them, they wewrent paying

attention when the instructions were given.

Teachers need to win attention before

instructions are given. Its a vital step.

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GETTINGATTENTION. Start by making eye contact with as many people as

possible.

Establish gesture that means you want to speak..( cuppedhand to your ear / holding your hand up).

Just wait.

Dont look impatient / anxious. Keep moving your eyesaround the room from person to person, patiently.

Think of this as gathering attention Enjoy it.

Wait as long as necessary until there is silence and peopleare looking your way.

If this doesnt work, dont change it dramatically. Just addin clear attention-drawing word such as OK.Say it onceand then go back to the waiting.

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GETTINGATTENTION

You need to establish your authority anduse it appropriately. Project your voice

clearly, speak not shout.

Control the quantity and complexity of

what you say.

Say what you need to as simple and as

clearly as possible.

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Teachers role:

participate, monitor or vanish?

What is teachers role once activity has been set up?

Sit down and read a book?

Go out of the room and have a cup of coffee?

Sit down and work with separate groups one by one,joining in the tasks as a participant?

Listen to as many students as possible, going overand correcting mistakes when you catch them,

offering ideas when students get stuck,etc?

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Teachers role

Step 1: the first 30 seconds: are they doing the

task set?

Need to check to make sure that the ss are doing

the activity that you asked them to do and they

have understood the basic instructions andmechanics of the activity.

Wander around the room, listen in briief to

snatches from the many groups and assure

yourself that the students are doing what theyare suppose to . This is called monitoring to

check mechanics.

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Teachers role

Step 2 : The task itself.

In many activities, aim is to get learners to

work on their own, speaking fluently &

trying out things without too much

interference & correction.

If they do the task correctly, you dont

need to interfere.

If you are around and visible, they may

look to you for language items and help

whenever they hit a problem.

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Teachers role

In some tasks however, where ss

might not move forward quickly,

where they need ongoing advice,

support & encouragement then you

may play an active role, probably

monitor actively or participate.

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Teachers role

Discreet monitoring:

You maintain minimal presence in the room,

but do not overtly offer help, interfere,

correct, etc.

Ss know you are there, watching & listeningdoesnt disturb them.

You are sending a message that you are

interested, but that the main task is for them

to do using their own resources as much as

possible.

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Teachers role

Vanish

Cases when Teacher presence can actually

interfere with and diminish the usefulness of

work being done.

Best option is for T to vanish, ie. Get out ofimmediate eyeshot.

Go to a corner of the room and sit quietly.

Keep a small percentage of attention on the

room,in order to know when activity is reaching

an end or a crisis point.

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Teachers role

Monitor actively

Be more visible, allow students to be more

aware of your presence and the possibility

of calling on you for help and advice.

Walk around, view and listen in to many

different groups and frequently offer

spontaneous advice and corrections,,

respond to requests and questions fromstudents.

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Teachers role

Participate

You may sit down and join a group. Take

part as if you were one of the group,

offering ideas, helping with questions,

joining discussions.

Move to other groups as well.

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Other instructions

Working on pairs

Working in groups

Using gestures / facial expressions.

Teachers have to decide which type to use

in a class depending on your students andthe activity you want to carry out.

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THE END

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Wk4 Classroom Instructional Language

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