Page 162 - Routines-Based Early Intervention Guidebook

Routines-Based Early Intervention Guidebook

Teaching how to follow directions 12.4
2. Use Visual and Auditory Clues – Raise a sign, come up with a body movement or a

call‐and‐response that clues the students into the fact that they are about to

receive instruc ons. A few ideas that we have seen successful teachers use:

 Put a large picture of an ear on the end of a s ck that you raise when you are
about to give instruc ons.

 Play music or ring a bell

 Use a clapping sequence. You clap twice and the children respond with three

quick claps
 You say “1, 2, 3, eyes on me.” They respond “1, 2, eyes on you.” This can be

accompanied by poin ng.

 If you have a mascot, you yell the school name and the students yell the

mascot. Teacher: “Bluebonnet” Students: “Bulldogs”
 Use photos of children doing what you are asking them to do.

3. Repeat the Instruc ons – One way to guarantee that a child has heard you is to

have her repeat the instruc on before beginning the task. This also gives you great

informa on about how many steps and components they are capable of
remembering.

4. Play Following Direc ons Game – Games such as Simon Says, Red light Green Light,

and Red Rover are great for teaching how to wait and follow instruc ons.

5. Par cipate in Clean Up and Chores – Ul mately, we all follow direc ons because
we have a very concrete end in mind. We want to eat the cake we are baking. We

want to use the piece of furniture that we are assembling. Tie following direc ons

to an outcome that is observable and has an immediate impact, such as cleaning up

a room.

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