What to Do

TLAC Technique 57, page 417

  • Use specific, concrete, sequential and observable directions to tell the students what to do, as opposed what not to do

  • There are both academic and behavioural ‘what to do’ instructions

There are three potential common causes to off-task behaviour:

  1. Defiance – refusing to comply or follow instructions deliberately

  1. Incompetence – when student have not mastered as skill/subject knowledge to complete a task reliably

  1. Opportunism – students exploit a grey area in a teacher’s instruction so they take advantage of it to act on the most enjoyable or convenient interpretation of the situation

Four Pillars of What to Do

1) Specific

  • Instructions outline manageable and precise actions that students will take

  • For example, using the phrase, ‘put your pencil on your desk and focus your eyes on me’ is better than, ‘pay attention’.

2) Concrete

  • Instructions involve, wherever possible, clear, actionable tasks that students know how to execute

  • For example, ‘please put your feet under the desk’ is better than ‘stop messing around’

  • These instructions require no prior knowledge and eliminates any grey area for students to claim they do not understand the request

3) Sequential

  • Instructions should be in the exact order you want them to be followed

For example:

  1. John, put your feet under the desk

  1. Put your pencil down and

  1. Put your eyes on me

This sequence is better than having the third instruction at the start

4) Observable

  • Instructions should include clearly observable actions so there is absolute clarity on whether the student has followed your instruction

  • For example, you can observe clearly if a student has put his/her pen down and is looking at you rather than telling them to ‘pay attention’ or ‘stop messing around’

What to Do ‘Bonus' Techniques

Use consistent ‘what to do’ language:

  • Script and use the same phrases repeatedly to make it a habit

  • By standardising your language, students will know exactly how to respond

Combine with a non-verbal action

  • Add an appropriate non-verbal action that specifically matches the ‘what to do’ instruction with a smile and emotional constancy

Out Front

  • Give a ‘what to do’ instruction in advance of a cue to begin a routine behaviour

  • For example, saying ‘before the time goes off’ or, ‘by the time I get to 1 on the countdown’... ‘place your pens down and eyes on me so I know you are listening’

What to Do Redirections

If a student or a small group of students do not follow your ‘what to do’ instruction you have three potential solutions to redirect them:

1. Show your confidence

2. Reduce ambiguity

3. Provide a path back to success


Videos

Online Lesson Video Examples

Three ONLINE Lesson 'What to Do' clips (same teacher, same lesson)