The key word here is SPECIFIC! Giving details will help students be able to reference what they are supposed to do.
One of the main reasons students do not start working right away is because they forget what they are supposed to be doing. Having a To-Do list or “Exit Directions” allows them to have something to refer back to.
Here is an example of the one I use in my classroom:
You can hear more about this in my podcast “Solving for the Undefined”. Or read about them in the show notes:
You’ve worked so hard on the visuals of your To-Do List. Don’t spoil it by answering, “What are we doing?”
When a student inevitably asks this question, refer them to the To-Do List. Simply turn your body and point to the directions. Pro-Tip: Use an open palm facing away from you. This action reduces the accusatory feeling of “Well, duh, it’s right here!”
You will have to teach your students to use the To-Do List. Don’t just randomly put it on the screen and not even mention it. Specifically walk through all the information on there and then tell students to begin working.
You can hear more about this in my podcast “Solving for the Undefined”. Or read about them in the show notes:
My favorite new phrase is “It seems like you are struggling to get started.” This idea comes from Chris Vos in his book Never Split the Difference. While this book is about how to use the FBI negotiation tactics he learned in business, I applied them to teaching! A lot of teaching is getting students to do things, right?
The best types of questions to ask are the open-ended ones rather than yes or no answers. Other phrases you can use are “How can I help you?” or “What’s the first step?” rather than “Do you know what you are doing?”
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