Giving Directions
Give explicit directions in an appropriate environment to promote student success.
• Use a signal (e.g., clapping pattern, raised hand, bell ringing, music) to gain the attention of students prior to directions
• Face students when you address them
• Give directions when you have the attention of all students
• Obtain eye contact and use close proximity for struggling students
• Give clear, simple directions
• Give one direction at a time, dividing the task into smaller segments
• Use specific information and avoid vague language so that students know precisely what to do and what behavior is expected
• Write directions on the board or use visual displays to add meaning
• Model directions using a visual reminder for all to see
• Use a buddy system for students who need additional assistance
• Have students rephrase or retell the directions to a partner to check for understanding
• Read written directions aloud to the class
• Encourage student to highlight or underline key words in written directions
• Allow students to ask questions to clarify any misunderstandings
• Avoid unnecessary talking after directions are stated and allow five seconds
“wait time” for students to comply
• Repeat directions after “wait time” if needed
• Include directions to procedures when students complete tasks or assignments
• Give praise or positive feedback to student when explicit directions are followed
• Follow up with praise and reinforcement after task is completed
• Use non‐disruption techniques such as eye contact, close proximity, or a note for non‐compliant students to enforce following
directions
• Follow through with a mild consequences for non‐compliance to directions
• Use a signal (e.g., clapping pattern, raised hand, bell ringing, music) to gain the attention of students prior to directions
• Face students when you address them
• Give directions when you have the attention of all students
• Obtain eye contact and use close proximity for struggling students
• Give clear, simple directions
• Give one direction at a time, dividing the task into smaller segments
• Use specific information and avoid vague language so that students know precisely what to do and what behavior is expected
• Write directions on the board or use visual displays to add meaning
• Model directions using a visual reminder for all to see
• Use a buddy system for students who need additional assistance
• Have students rephrase or retell the directions to a partner to check for understanding
• Read written directions aloud to the class
• Encourage student to highlight or underline key words in written directions
• Allow students to ask questions to clarify any misunderstandings
• Avoid unnecessary talking after directions are stated and allow five seconds
“wait time” for students to comply
• Repeat directions after “wait time” if needed
• Include directions to procedures when students complete tasks or assignments
• Give praise or positive feedback to student when explicit directions are followed
• Follow up with praise and reinforcement after task is completed
• Use non‐disruption techniques such as eye contact, close proximity, or a note for non‐compliant students to enforce following
directions
• Follow through with a mild consequences for non‐compliance to directions