How Clear Directions Enhance Classroom Equity

My friend Lindsay recently complained that she spent half of her first year of teaching giving directions. “Without fail” at least one student always asked her to repeat herself. “It took up so much time,” she lamented.

Lindsay is white and middle class. Most of her students were not.

Many teachers who come from middle-class backgrounds feel comfortable using indirect forms of communication that imply, instead of explicitly state, a desired behavior.

In the classic article “The Silenced Dialogue,” Lisa Delpit offers the example of a middle-class mother directing her child to take a bath by saying, “Isn’t it time for your bath?” Although the mother phrased her command as a question, both the mother and child understood it. But when teachers give vague or indirect instructions, they often confuse or alienate students whose cultural norms of communication at home do not align with the teacher’s expectations at school.

Some scholars refer to these implied norms as the “hidden curriculum” of school. In a 2014 article for the Social Psychology Quarterly, sociology professor Jessica Calarco notes that while teachers might not explicitly teach the hidden curriculum, “they evaluate students on the appropriateness of their responses.”

To be successful, students need to understand — rather than guess — what their teacher expects of them. That’s why a teacher’s ability to give clear, explicit directions is fundamentally connected to student equity.

Whether it’s peer-editing a persuasive essay or setting up a science lab, effective directions should always include a WHAT (explanation in simple terms of what students will do), WHY (rationale for the activity or task) and HOW (description of the steps or process that students will follow to complete the task as well as expectations for movement, volume level and behavior).

The way teachers deliver directions is just as important as the directions themselves.

When working on delivery, follow these guidelines:

· Avoid verbal fillers.

· Use student-friendly language.

· Pause Appropriately.

· Check for understanding.

· Don’t give directions as questions.

When Lindsay began to follow best practices for giving clear directions, she noticed a transformation in classroom time and student equity. “At first, I wondered if it was necessary to spell out every detail, but then I noticed that I had more time and everyone seemed to be on the same page,” she said.

For more ideas on giving clear directions, check out the Sanford Inspire Program’s on-demand module Giving Clear Directions for a Task.

To learn how Sanford Inspire Program resources can enhance your PD program, reach out today.