BE DIRECT! 8 Teacher Tips for Getting Students to Listen
Empowering students to learn is incredibly rewarding, but it’s hard for teachers to make their desired impact when students are unable to follow directions. Teachers have lots of ground to cover in limited time, so giving effective commands is critical for enabling students to master the curriculum and achieve their potential.
So how can teachers get students to listen and comply? Try these BE DIRECT skills to give effective commands every time
1. Be Specific
As adults, we sometimes take for granted what kids don’t yet understand. Instructions like “behave yourself,” don’t mean much when kids lack a clear understanding of what appropriate classroom behavior is. When giving commands, make sure you tell your students exactly what you want them to do rather than being vague or general.
Elementary Example: “Please keep your feet on the floor.”
Middle/High School Example: “Please put your cellphone away.”
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2. Every Command Positively Stated
Students will be more likely to comply when you tell them what to do, rather than what not to do. For this reason, it’s best to avoid negative terms like, “no!,” “don’t!,” or “knock that off!” Instead, guide them toward understanding what a positive alternative would be.
Elementary Example: (Student speaks out of turn) “Sasha, please raise your hand to share.”
Middle/High School Example:(Student’s belongings are blocking the walkway) “Dylan, please move your backpack underneath your desk.”
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3. Developmentally Appropriate
Always consider your students’ developmental stages and aim to give commands that are appropriate for their ability levels. Consider both age and learning differences.
Elementary Example: “Please put the Legos in the green bin.”
Middle/High School Example:“Please add your student-teacher conference time to your digital planner.”
Want tips on creating an inclusive classroom for kids with autism, ADHD, anxiety, or other learning differences?
4. Individual Rather than Compound
Students will be more likely to follow commands if you state them one at a time, rather than giving several commands at once. State each command individually, praise your students when they comply, and then give the next instruction.
Elementary Example:
“Place your folder in your backpack.” (Student complies). “Great job putting your folder away! Now please hang your backpack in your cubby.”
Middle/High School Example:“
Anna, please sit with your assigned group.” “Excellent job forming your groups. Now open your book to page 36.”
5. Respectful and polite
“Please” and “thank you” never go out of style! While you are undoubtedly the classroom authority, students will be more likely to listen if they feel that you respect them. In addition, your politeness gives them an example of the type of attitude and manners you expect from them in return.
Elementary Example:
“Please keep your hands to yourself.” “Thank you!”
Middle/High School Example:
“Please keep your gloves on until all of our chemicals have been stored.” “Thanks!”
Want more support in creating a compliant classroom? Contact us for a free 15-minute consultation to learn about our Teacher Training services.
6. Essential commands only
No one likes to feel micro-managed, and students are no exception. If you give an excessive amount of commands, students will start to tune you out. By only giving necessary commands, your students will take your instructions seriously, making them more likely to comply. Pick your battles by only stating necessary directions and giving students a little leeway on the details.
Essential command example:
“Please write your answers neatly.”
Nonessential command example:
“Please write your answers neatly. Make your capital letters a full centimeter tall and your lowercases half a centimeter tall.”
7. Carefully timed explanations
Students tend to follow a command if they know why you’re asking them to do it. Explain your reasoning before giving the command. This will allow them to understand why your command is necessary for them to follow through with.
Elementary Example:
“We are going to go watch the 3rd grade class play. When I call your table, please line up at the door.”
Middle/High School Example:“
We are going to start our jeopardy test review. Please put your notes away.”
8. Tone of voice is neutral
Sometimes we feel that we need to shout to get students to listen, but raised voices, sarcasm, or angry facial expressions can often bring out worse behavior. This can be especially true in a classroom setting, when students might feel “cornered” in front of their peers. Keeping a neutral tone and facial expression will allow both you and your student to avoid stress and remain calm.
Elementary Example:
(Calmly): “Please keep your paint pots on the newspaper.”
Middle/High School Example:(
Calmly): “Please keep your book open until we’re done with discussion.”
Want tips for supporting your students’ emotional health? Click here to download our free Teacher form
How Teacher Training can help
It can be hard to get students to follow directions, especially if they have psychological challenges or learning differences that impact their behavior. Our Educational Psychologists can provide on-campus training to empower you with practical, evidence-based strategies to increase compliance in all of your students.
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References:
Shinn. M.M. (2018). 8 Tips to Create a Mentally Healthy Classroom. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/8-tips-to-create-a-mentally-healthy-classroom
Shinn. M.M. (2019). The Teacher’s TCIT School-Kit. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/the-teachers-tcit-toolkit
Shinn, M. M., & UC Davis PCIT Training Center (2019) Course of Treatment Manual for PCIT-TC. Unpublished Manuscript. Retrieved from https://static1.squarespace.com/static/5993624ea803bb955170130a/t/5c8e78b0c8302569d10fdb51/1552840881981/PRIDE+Skills+for+Teacher+-+Shinn%2C+2019%2C+Variations+Psychology+v.BW3.19.pdf
Timmer, S., Hawk, B., Lundquist, K., Forte, L., Aviv, R., Boys, D., & Urquiza, A. (2016) Coping and Relaxation Skills 1. PC-CARE: Course of Treatment Manual. Unpublished Manuscript. UC Davis Children’s Hospital. Retrieved from https://pcit.ucdavis.edu/wp-content/uploads/2018/11/47_Coping_LittleKids-Aubrey-edits-8.6.18.pdf
Timmer, S., Hawk, B., Lundquist, K., Forte, L., Aviv, R., Boys, D., & Urquiza, A. (2016) Coping and Relaxation Skills 2. PC-CARE: Course of Treatment Manual. Unpublished Manuscript. UC Davis Children’s Hospital. Retrieved from https://pcit.ucdavis.edu/wp-content/uploads/2018/11/48_Coping_BigKids_6-9yrs-Aubrey-edits.pdf
Timmer, S., Hawk, B., Lundquist, K., Forte, L., Aviv, R., Boys, D., & Urquiza, A. (2016) Coping and Relaxation Skills 3. PC-CARE: Course of Treatment Manual. Unpublished Manuscript. UC Davis Children’s Hospital. Retrieved from https://pcit.ucdavis.edu/wp-content/uploads/2018/11/Coping_Older-Kids_9-13yrs.pdf
Urquiza, A., Zebell, N., Timmer, S., McGrath, J., & Whitten, L. (2011) BE DIRECT. Course of Treatment Manual for PCIT-TC. Unpublished Manuscript. Retrieved from https://pcit.ucdavis.edu/wp content/uploads/2012/08/48_BEDIRECTrevised.pdf
How to Cite This Blog Article:
Shinn. M.M. (2020). BE DIRECT! 8 Teacher Tips for Getting Students to Listen. Psychologically Speaking. [Variations Psychology blog post]. Retrieved from https://www.variationspsychology.com/blogs/be-direct-8-teacher-tips-for-getting-students-to-listen