Tired of apparently giving directions to the abyss?
There’s one word that carries a lot of heft.
In fact, it’s quite magical once you’ve completed the setup. But it does take a bit of effort.
So, you’re probably wondering: What’s this one word that can direct a class and totally change the winds of our school day?
The pain of giving multistep directions to a new class
I find that unilaterally, across the board, large groups of kids struggle mightily with following multistep directions.
In every school I’ve been in, I could manage to capture an entire room’s rapt attention, but then the moment that first sentence exits my lips, half the class is darting off with the urgency of ’90s game show participants.
They’re racing to complete whichever task I said first, while I ineffectively try to rein them back in. I attempt to finish off the set of directions, but it’s too late. We’ve got nine third-graders barreling to the rear of the classroom chucking laptops into the cart at lightning speed, three sharpening their pencils in the corner and casting a flurry of shavings all around the room, and one of them is… feeding the class hamster? There’s a group of kids, inexplicably, loitering near the book shelves.
That leaves about five others still sitting at their desks in stunned silence, myself included.
But it doesn’t have to be this way.
How to give multistep directions that kids can actually follow
First, I’ll concede that it’s a pretty common human impulse to glom onto the first part of anything someone says. Whether this can be attributed to our diminishing attention spans or just eagerness to spring into action, I can’t be certain.
But I do know that it’s possible to give a sequence of directions and have them followed. I’ve done it before, and I’ll do it again! I’m sure I’m still have my flops here and there, because it’s a toughie. But here is how I widen my chances (and theirs!) for success:
Pare the task down to the essentials
This may seem like a no-brainer, but it’s really good to evaluate every single time you plan give a sequence of directions. It’s worth taking the time to consider what is actually necessary. Prioritize. Any extra fluff gets the boot, because it’s only going to add to the confusion.
An example of a pared-down multistep direction could be:
“When you get your test paper, write your name at the top on the name line, then turn the paper over on your desk. Quietly look up at me when you are done with that.”
Instead of: “When you get your test paper, write your name and the date and your student number at the top of the paper. Review the questions and show me the signal (1-4 fingers) of how easy or difficult you think this test will be. Then after you’ve read all of the questions and accessed all the background knowledge you have in your mind that will help you with this test, turn it over on your desk and wait for my direction before we all start.”
You see the difference? In the latter example, I can guarantee you with the confidence of an elite salesperson that 90 percent of the class will get hung up on the date. They’ll be wondering what day it is, or in which format to write the date, where to write it, etc. etc. The ones who do manage to surpass this great hurdle will start reading and answering the questions. You’ll have some kids starting the test and some of them wondering what month it is.
It’s best to select only the essential steps the students should take.
But that’s not all. You’ll still have jumping-the-gun racers even with a simple set of directions. You’ll also need to:
Establish a code word for when students can start
Before giving your simple, basic directions, emphasize that the students should not move until all directions are given and you say the word.
The word that will signal when they can finally start, when they can move, when they can unfreeze themselves from their statuelike position is “Go.”
The key here is to get the students totally listening and still. Tell them not to move a muscle. Lower your voice to a whisper if you have to. Get the students leaning in to hear your words.
It’s the trickiest part of the whole bit. This is hard for our students. Their muscles will twitch. They’ll eyeball
their next destination in the room like it’s hidden treasure. Feet may tap and flutter impatiently on the classroom carpet.
But if they start to move, diffuse it immediately. Tell them you know how hard it is to wait for the code word, but it’s imperative that each and every person remains seated and still.
They might need to practice this waiting. It’s likely other teachers and adults in these kids’ lives don’t require it, thinking the half-hearted compliance they can get from these little people is good enough.
But be willing to train, to be patient, to guide them through.
When you make it through the directions, the students should be waiting, eager to get a move on, straining to hear that magic word. You can check if they all know their tasks ahead by saying “Give me a silent thumbs up if you know what you’ll do when I say the code word.”
Then– to the quiet, anticipating room, let silence fall for a dramatic few beats and finally whisper “Go!”
Watch as the class artfully completes their simple checklist of directions.
No, they won’t be perfect soldiers, but it will still be an amazing sight– a rare gem of good work. The students, now fully equipped for success, will swell with pride over what they’re accomplishing. You, another adult in their lives, haven’t just settled for their sloppiness, but have insisted on their excellence. And they’re seeing how they can achieve that.
Ways to change up the code word for some added whimsy
The code word can be changed after several rounds of practice.
Make sure the students have mastered their ability to wait through a sequence of directions and then perform them diligently at the signal of “Go.”
Then there’s some room to have a little bit of fun with it.
You could choose a more random word or phrase instead of Go. How about: Slime, porcupine, or gas station hotdog? You could choose a seasonal term or something they’re excited about: Halloween, Rudolf the Red-nosed Reindeer, or Valentine.
If you’ve really perfected this method, you could try messing with the students–er, I mean, testing them to see how sharp they are. Tell them the code word is, as usual, “Go.” Then, when the time comes, say words that start with go, but aren’t.
“Gopher tortoise.”
“Goat.”
“Goooalie for a soccer game.”
You’ll likely have a few quick lifts off their seats and some giggles as the students realize you’re playing.
Then straighten up, lean in ever so dramatically and mysteriously, and whisper the word they’ve been waiting for:
“Go!”
The students will likely perform all of their instructions and head back to their seats in good humor, ready to start the next activity you’ve planned, ready to hear what you have to say next. Because you’ve infused their day with a little fun. And that goes far when substitute teaching (or just regular classroom teaching!)
One word to get students following all of the directions
“Go.” The one word to rule them all.
Alright– so it’s more than one word. It’s an explanation. It’s practice and setup and accountability.
But once these are in place, you’ll feel like some sort of teacher wizard. Try it out, and see the magic for yourselves.
Go.
Subs: Have you tried this strategy before? What’s your take on it? Let me know in the comments!
I’ve also written a trove of articles on classroom management strategies specifically for substitute teachers. My last article was on the method of modeling to set students up for success– go check that out if this post resonated with you. Thanks for being here!
