I then handed out some coursebook activities (roleplays, listening, speaking, etc) and asked the teachers to prepare their instructions for a minute.

I then showed some ideas that I had from my PowerPoint (please refer to this below). The teachers sat down together for about three minutes and noted down some ideas: “Eye contact with students”, “Gestures”, etc.Hopefully, my really bad instructions inspired my teachers to create a good list. I asked the teachers to make a list of good and bad instructions and work together. Sorry … just one person to this side of the room and you sit down here! You need a piece of paper … do you have a piece of paper? On this err … this paper … just write down some … err ideas or things about err …” – you get the idea. I started off the session by giving my teachers some really bad, wordy and poorly designed instructions: “What I would like you to do is stand up … but not yet … you need a pen and you both need to go to this side of the room. I introduced the topic of the training session and the usual aims.Here is a breakdown of what happened during the training session:

There was a good selection of blog posts that I had read recently about instruction giving and a highly invaluable blog post written by about preparing an instruction training session. I had been reading an awful lot about instructions and tried to plan a good training session for these two recently qualified CELTA teachers and it was the first time that I covered this area of classroom management.

Last Friday, I gave a teacher training session on “Instructions in the Classroom”.

What is icq in teaching