Directions are given all the time in teaching and often it seems like a stream of constant directions - for both the teacher and the student. 

Good directions need to be clear and the students need thinking time which means we need to pause and wait. Phrasing directions as statements and not requests indicates your expectation that these directions will be followed. For example, you can request a student join in on a group assignment by stating, "Time to join your team for group work, Jane" rather than "Would you like to join your team for group work?"

Clear directions:

• are short, specific statements
• start with a verb 
• tell students what they are expected to do 
• tell students how they are expected to do it 
• are followed by a 5-10 second pause by you, the teacher.

By pausing you provide:

• students with the time needed to process the direction
• yourself with an opportunity to check for attention and understanding.

To prepare appropriate adjustments to the directions you give, it is important that you understand the communication strengths and needs of your students. Particularly relevant is knowing which students are visual learners or have learning needs that include: 

• auditory processing & planning 
• organising 
• task initiation.

When giving directions, you should refer to whole-class, or individualised visual supports. These will support students’ processing and task initiation.

Longer instructions

Choose a verbal and/or non-verbal cue to gain attention e.g., “1, 2, 3… listen to me” or .  Choose one that matches your style – it can become one of your teaching ‘signatures’.

Directions provide students with the information needed to complete the required task: who? — what? — when? — where? — why? — how? 

Consider if longer instructions should be displayed visually (such as written on a board or using pictures/images) - verbal instructions disappear as soon as they are given, and lengthy verbal instructions are often misheard or muddled. Visual instructions mean your students are more likely to follow them in order.

When giving instructions, do not give all of the information at once. Chunk your instructions into smaller segments that are:

• short
• specific
• start with a verb.

Prepare the following supports ahead of lessons, and have them in place and within easy reach for reference:

• rules 
• schedules
• routines
• written lesson plans
• task sequences 
• organisational checklists.

Communication style

Be aware of your own communication style; directions should be short, specific, and start with a verb. You may need to write out and/or rehearse optimal ways to deliver clear short instructions. Reflect and monitor if these instructions are working.

When giving instructions, use non-verbal cues in a consistent way. Give directions:

• from the same place 
• using the same focused facial expression
• using the same posture e.g., at the whiteboard with arms unfolded.

It works better if: 

• you refer to visual materials
• you always give directions from the same space within the classroom (non-verbal cue) or use the same verbal cue
• you separate instructions from curriculum/content talk.

It doesn’t work if:

• instructions are too long - chunk down for easier processing
• you give directions without first gaining student attention
• you continue talking while waiting and scanning for student attention
• you do not reference visual materials.