Understanding Classroom Management Problems through Clear Instruction-Giving

Introduction

In English Language Teaching, classroom management is often associated with discipline, behavior control, or authority. However, a more pedagogically sound perspective recognizes that many classroom management problems originate not from learners’ attitudes but from instructional breakdowns. As emphasized in the British Council course Teaching English: Managing Learners and Resources, “the aim of instructions is to make sure that learners understand the activity that you're asking them to do” (British Council, n.d.). When instructions are unclear, even well-designed activities may fail.

This paper (my blog post #515) explores the relationship between instruction-giving and classroom management, arguing that clear, well-sequenced, and learner-centered instructions significantly reduce confusion, frustration, and disengagement. Drawing on British Council guidelines, Jim Scrivener’s (2005) five-step framework, and reflective classroom experience, the discussion demonstrates how effective instruction-giving supports inclusive participation, cognitive processing, and emotional safety in the ELT classroom.

The Consequences of Unclear Instructions

Unclear instructions can undermine classroom dynamics almost immediately. The British Council outlines several common problems that arise when instructions are poorly delivered, including whole-class confusion, learner inattention, frustration, and ineffective task execution. These issues often lead teachers themselves to become impatient, further escalating tension and reducing instructional quality. Students’ affective filter will be affected by poorly provided instructions to execute a task.

From my teaching practitioner’s perspective, the impact is immediate and tangible. As I reflect in my own teaching practice, “The moment an activity is not fully understood by learners, it is bound to fail” (Acuña 2026). This failure is not always due to linguistic difficulty but often to the lack of cognitive processing time or insufficient conceptual checking. Without explicit confirmation of understanding, teachers may incorrectly assume comprehension and proceed, only to find that learners are disengaged or off task.

Furthermore, unclear instructions disproportionately affect weaker learners, who may already be operating near the limits of their linguistic or cognitive capacity. When instructions are delivered too quickly or with complex language, these learners “fall behind,” reinforcing inequity and increasing anxiety (a high affective filter). As the British Council notes, effective instructions help “ensure that all learners understand and are able to take part” and “help learners stay focused and, therefore, avoid disruption” (British Council, n.d.).

Instruction-Giving as a Classroom Management Strategy

Rather than viewing instruction-giving as a procedural necessity, it should be understood as a proactive classroom management strategy. Clear instructions structure learner behavior, channel attention, and set expectations for participation. The British Council proposes several strategies to enhance instructional clarity, including learner involvement, repetition, written support, demonstration, non-verbal communication, and pace control.

Among these, learner involvement plays a critical role. Reflecting on my own recorded teaching practice with low B1 learners, I observed that “repetition, clarification, and checking for understanding” were central to task success (Acuña 2026). Demonstrating the activity myself and then inviting a high-performing student to model it increased clarity while simultaneously fostering peer engagement. Even in an online environment, these strategies ensured that “activities flowed smoothly.”

This reflective process highlights an essential principle: instruction-giving is not a monologic act but an interactive one. Learners must be cognitively and emotionally involved in the process for instructions to be effective. When students are invited to demonstrate, paraphrase, or predict task outcomes, instructions become shared knowledge rather than teacher-owned discourse.

Affective Factors and Learner Engagement

Instruction-giving also intersects with affective variables in second language acquisition. As Krashen’s affective filter hypothesis suggests, anxiety, low motivation, and lack of confidence can impede language acquisition. In my reflection, I note that “learner involvement is the result of a strongly built rapport with the students, which in turn is the evidence we teachers want to see whenever we talk about Krashen’s affective filter” (Acuña, personal reflection).

Clear instructions reduce uncertainty, which in turn lowers anxiety. When learners know exactly what is expected of them, they are more willing to take risks, particularly in speaking or communicative tasks. Conversely, vague instructions can cause learners to withdraw, remain silent, or rely excessively on peers, thereby limiting individual language production.

Thus, instruction-giving is not merely a technical skill but an affective one. It communicates respect, care, and pedagogical intentionality. When teachers allocate time for demonstration, clarification, and checking, they signal that learner success matters more than lesson speed or coverage.

British Council Principles for Effective Instructions

The British Council’s practical recommendations reinforce this learner-centered approach. Among their key suggestions are: “Showing is better than telling,” “Keep instructions short and simple,” and “Check that learners understand” (British Council, n.d.). These principles emphasize economy of language, multimodal input, and formative monitoring.

Consistency also plays a vital role. By using familiar phrases and instructional routines, teachers reduce processing load and allow learners to focus on task content rather than procedural decoding. Preparing instructions in advance further enhances clarity, as it encourages teachers to eliminate unnecessary information and anticipate potential misunderstandings.

Monitoring, meanwhile, provides immediate feedback on instructional effectiveness. A quick scan of the room, or breakout rooms in online settings, reveals whether learners are “doing what you want and how you want it” (British Council, n.d.). This formative check allows teachers to intervene early, preventing confusion from escalating into frustration.

Scrivener’s Five Steps toward Better Instructions

Jim Scrivener’s (2005) five-step framework offers a coherent synthesis of effective instructional practice. His emphasis on teacher self-awareness, preplanning, instructional clarity, demonstration, and comprehension checking aligns closely with the British Council’s recommendations.

Scrivener’s insistence on separating instructions from classroom “chit-chat” is particularly relevant in communicative classrooms, where informal interaction is frequent. Creating silence, establishing eye contact, and adopting an authoritative yet supportive tone ensure that instructions are received as important information rather than background noise.

Of particular relevance to my teaching context is Scrivener’s fourth step: “Demonstrate rather than explain wherever possible” (Scrivener, 2005). Reflecting on this principle, I affirm that “if a picture is worth a thousand words, a demonstration in the classroom is worth more than a lengthy and, at times, misleading explanation” (Acuña 2026)). Demonstration externalizes expectations and reduces linguistic demand, making tasks accessible to learners at varying proficiency levels.

Conclusion

Clear instruction-giving lies at the heart of effective classroom management and successful language learning. As demonstrated through British Council guidelines, Scrivener’s framework, and reflective teaching practice, unclear instructions generate confusion, frustration, and disengagement, while effective instructions foster inclusion, focus, and learner confidence.

Ultimately, instruction-giving should be viewed as an intentional, learner-centered practice that integrates cognitive clarity and affective support. By prioritizing demonstration, checking understanding, and learner involvement, teachers not only improve task outcomes but also cultivate a classroom environment conducive to meaningful communication and sustained engagement. In this sense, effective instructions do not merely manage classrooms; they empower learners.

 

San José, Costa Rica

Sunday, January 18, 2026

 

📚 References

Acuña, J. (January 2026). Reflective journaling on instruction-giving and classroom management [Unpublished reflective notes]. TeachingEnglish: Managing learners and resources, British Council.

British Council. (n.d.). TeachingEnglish: Managing learners and resources – Module 1, Unit 2: Giving clear instructions. https://open.teachingenglish.org.uk/Team/UserProgrammeDetails/676892

Scrivener, J. (2005). Learning teaching (2nd ed.). Macmillan Education.