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Giving Clear Directions
Have a lesson plan for the day and think about how you are going to introduce each activity. If I don't have a clear plan, I tend to ramble and give more confusing directions; a lesson plan gives me focus and purpose, which helps me to lead the class more effectively. I have a form that has a space at the top for Goals/Objectives (see bottom of this page) and this is sometimes the most helpful part of the whole plan--it helps me to plan activities and discussions that really fit what I feel the students need.
If you know a certain verb is going to come up a lot in activities or assignments in your class (analyze , argue, etc.) spend some time really thinking about what you want students to do when they analyze. Then teach them those strategies, emphasizing quality analysis through group activities. When you distribute the assignments, students will know exactly what you mean by analyze.
Teachers often make the mistake of giving information to students too many times. You don't need to write it on the board, post it to blackboard, email it to students, and say it at the beginning and end of class. Make it clear when and where students will find out what to bring/do for the next class period. Then be consistent--always distribute the information that way. Penalties for not bringing appropriate materials should also be clear.
One way to be clear is to deliver directions orally and to project the same directions during the duration of the activity. When I speak the directions, I usually do so conversationally. For example, "You will identify the thesis statement, ask for more details in 3 places, and delete unnecessary words." The version I project is usually bulleted/numbered and uses the language of computer editing:
• Highlight thesis.
• Insert 3 "elaborate here" comments.
• With track changes on, delete 50 words.
This is easier in classrooms with computer projectors, but an overhead with a wipe-able transparency works well too.
It can also be helpful to ask students to read directions out loud, following up with questions for them about aspects of the assignment.
I teach the assignment to the class (and along with a model) this takes almost a whole 50 minute class period.
I'll write on the board things like:
--What to turn in: (we'll list EVERYTHING I need from them)
--Argument: (What kinds of arguments would be strong)
--Audience: (Who is your audience? What do we know about this audience?)
--Evidence: (What types of evidence are you supposed to use?)--Organization: (How would you organize this project? What are other possible organizations? Why would it matter how it was organized?)
--Planning: (How would you start this assignment? What would your steps be?)
--Success: (What would a really, really good unit assignment look like.)As simple as it sounds, I have found the students to be really engaged on these days and it takes the mystery out of what exactly they are supposed to be doing with the assignment.
Don't talk while your students are talking. I usually ask for them to quiet down or "come back together" once, then wait until they do. I don't glare at them--I just stand there. It doesn't really matter how clear your directions are if nobody can hear them.
Set up the class period at the beginning of class. I welcome students to class at the beginning of the hour and tell them exactly what we are doing that day and how those activities will help them in the assignments for the unit. This makes giving directions throughout the class period easier, and I never get "why are we doing this?" questions.
Group activities usually go better for me when I give each group a written sheet to work with. Oral or "on the board" group questions don't work as well for me.
NAME CLASS
Lesson Plan for Fri Sept 15 2004
Goals/Objectives:
Preparation/Materials:
X minutes
X minutes
X minutes
X minutes
How will you set up the activity? Think about your directions while you write out your plan in this space.
Space to describe next activity
Hand in:
For next time:
Evaluation of this lesson:
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