{"id":768,"date":"2015-08-25T23:33:00","date_gmt":"2015-08-25T23:33:00","guid":{"rendered":"https:\/\/rempub.com\/blog\/2015\/08\/25\/save-yourself-from-repeating-yourself\/"},"modified":"2022-03-01T16:44:31","modified_gmt":"2022-03-01T16:44:31","slug":"save-yourself-from-repeating-yourself","status":"publish","type":"post","link":"https:\/\/www.rempub.com\/blog\/save-yourself-from-repeating-yourself\/","title":{"rendered":"Save Yourself from Repeating Yourself"},"content":{"rendered":"
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Some students need instructions repeated, and that’s okay! But you can head-off confusion and interruptions by using these seven tricks that will help you avoid the \u201cWhat are we supposed to do?\u201d question after you\u2019ve already given your students instructions.<\/span><\/span>
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\n<\/span><\/span> 1. Please, get out a pen and paper.<\/b><\/span><\/span>
\nIf you\u2019re giving big instructions explaining the giant essay that students must complete by Friday, with 631 words, double-spaced, in curlz font on the topic of deforestation (please don\u2019t do this<\/span> to your kiddos), you may want to make sure that they are writing these details down.<\/span><\/span>
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\n<\/span><\/span> 2. What page did you say?<\/b><\/span><\/span>
\nDesignate a spot on your board for important information that your students can always know to refer to. For example, if you are asking them to complete the questions on page 85 of their math textbook, write that on the board. This will help avoid the \u201cWhat page did you say?\u201d question.<\/span><\/span><\/p>\n

<\/a> 3. Repeat after me.<\/span><\/span><\/b>
\nAsk students to repeat the instructions back to you. Ask different students to confirm the instructions, for example: What page are we turning to? And what will we do once we get to that page?<\/span><\/span>
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\n<\/span><\/span> 4. Put your finger on it.<\/span><\/span><\/b>
\nYou\u2019ll know students have listened and followed your instructions right away by asking them to \u201cput your finger on it.\u201d For example, tell students to turn to page 143. Find the word laughter<\/i> and put your finger on it. When everyone\u2019s finger is on the word, I\u2019ll know you\u2019re ready.<\/span><\/span>
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\n<\/span><\/span> 5. Tell your partner.<\/span><\/span><\/b>
\nAfter you\u2019ve given instructions, have each student turn to their partner and explain what they are doing. Together, they will help fill in any gaps the other missed.<\/span><\/span><\/p>\n

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Do you find yourself repeating instructions after you’ve just given them? Try these 7 tips from @remediapub #edchat
\n{ Tweet This }<\/a><\/p><\/blockquote>\n


\n<\/span><\/span> If you are still asked, \u201cWhat are we supposed to do?\u201d<\/span><\/b><\/i><\/span>
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\n<\/span><\/span> 6. Please, ask a friend.<\/span><\/span><\/b>
\nYou\u2019ve been there\u2026you give instructions and start the task at-hand. You begin helping one student when another interrupts you to ask, \u201cUm, what are we doing?\u201d This would be a good time to say, \u201cPlease, ask a friend.\u201d<\/span><\/span>
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\n<\/span><\/span> Tip:<\/b><\/i>\u00a0 <\/span>This is a good procedure to implement in your classroom: Ask a friend for help, before you ask me. This will help your students be more independent and self-sufficient. Not to mention, you\u2019ll have fewer interruptions.<\/span><\/span>
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\n<\/span><\/span> And even if you aren\u2019t asked the question\u2026<\/span><\/b><\/i><\/span>
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\n<\/span><\/span> 7. Whatcha doin’? <\/span><\/span><\/b><\/p>\n\n\n\n\n
\"How<\/a><\/td>\n<\/tr>\n
If only you looked this cute when asking your students:
\nWhat are you supposed to be doing right now?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

More like: What are you supposed to be doing right now? Instead of sounding like a nagging broken record when you find a student off-task, help that student get back on task by simply asking this question.<\/span><\/span><\/p>\n


\n<\/span><\/span> Still finding that you\u2019re repeating yourself?<\/span><\/span><\/b>
\nHead over to this tip<\/a> to get<\/span> a free hands-on activity that will improve students following directions skills.<\/span><\/span><\/span>
\n\u00a0<\/span> <\/span><\/span>
\nOur Listen, Remember, & Do<\/i><\/a> books are designed to teach listening skills and to provide practice in remembering and following oral directions. With these books, the teacher reads a short story or a set of instructions aloud. The students listen and do an independent activity page that features memory exercises, vocabulary development, and thinking skills.<\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Some students need instructions repeated, and that’s okay! But you can head-off confusion and interruptions by using these seven tricks that will help you avoid the \u201cWhat are we supposed to do?\u201d question after you\u2019ve already given your students instructions. 1. Please, get out a pen and paper. If you\u2019re giving big instructions explaining the […]<\/p>\n","protected":false},"author":2,"featured_media":1206,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[167,173,168],"tags":[],"class_list":{"0":"post-768","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-classroom-management","8":"category-following-directions","9":"category-teacher-tip"},"yoast_head":"\n\n\n\n\n\n\n\n\n\n\n\n\n\t\n\t\n\t\n\n\n\n\n\t\n\t\n\t\n