As classroom managers, teachers regularly use commands to direct students to start
and stop activities. Instructors find commands to be a
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Jim's Hints for Using...
Effective Teacher Commands |
| Monitor
Your Use of Commands. By tracking your use of teacher commands
in the classroom, you can gain a better understanding of how frequently you give then and how effective those commands
are. Check out the Teacher
Command Monitoring Chart as an example of one instructor self-rating
form. |
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crucial tool for classroom management, serving as instructional signals that help students to conform to the teacher's
expectations for appropriate behaviors.
Teachers frequently dilute the power of their classroom commands, however, by:
- presenting commands as questions or polite requests. Commands
have less impact
when stated as questions or requests, because the student may believe that he or she has the option to decline.
The teacher who attempts, for example, to quiet a talkative student by saying, "Tanya,
could you mind keeping your voice down so that other students 
can study?" should not be surprised if the student replies,
"No, thank you. I would prefer to talk!"
- stating commands in vague terms. A
student may ignore a command such as "Get your work done!" because it does not state specifically what behaviors the teacher expects of the student.
- following up commands with excessive justifications or explanations. Because teachers want to be viewed as fair, they may offer long, drawn-out explanations
for why they are requiring the class or an individual student to undertake or to stop a behavior. Unfortunately,
students can quickly lose th
e thread the explanation and even forget the command that preceded it!
Using Effective Commands Teachers
can reduce problems with student compliance and make their commands more forceful by following research-based guidelines
(Walker & Walker, 1991):
Effective commands:
- are brief. Students can process only
so much information. Students tend to comply best with brief commands because they are easy to understand and hard
to misinterpret.
- are delivered one task or objective at a time.
When a command contains multi-step directions, students can mishear, misinterpret, or forget key steps. A student
who appears to be noncompliant may simply be confused about which step in a multi-step directive to do first!
- are given in a matter-of-fact, businesslike tone. Students
may feel coerced when given a command in an authoritarian, sarcastic, or angry tone of voice. For that reason alone,
they may resist the teacher's directive. Teachers will often see greater student compliance simply by giving commands
in a neutral or positive manner.
- are stated as directives rather than questions. Perhaps to be polite, teachers
may phrase commands as questions (e.g., "Could we all take out our math books now?"). A danger in using
'question-commands' is that the student may believe that he or she has the option to decline! Teachers should state
commands as directives, saving questions for those situations in which the student exercises true choice.
- avoid long explanations or justifications.
When teachers deliver commands and then tack lengthy explanations onto them, they diminish the force of the directive.
If the instructor believes that students should know why they are being told to do something, the teacher should
deliver a brief explanation prior to the command.
- give the student a reasonable amount of time to comply.
Once the teacher has given a command, he or she should give the student a reasonable timespan (e.g., 5-15 seconds)
to comply. During that waiting period, the instructor should resist the temptation to nag the student, elaborate
on the request, or other wise distract the student.
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References
Walker, H.M. & Walker, J.E. (1991). Coping
with noncompliance in the classroom: A positive approach for teachers.
Austin, TX:: Pro-Ed, Inc.
| | www.interventioncentral.org |
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