Practicing classroom instructions through play

Make instructions playful

Classroom instructions such as “stand up,” “sit down,” and “open your book” are essential for learning. Teaching them through play makes them less intimidating and more memorable. A child who enjoys the activity is more likely to respond correctly. Play also gives repeated practice without boredom.

Start with one or two instructions at a time. Too many commands can overwhelm a young learner. Use a clear voice, simple words, and a friendly tone. Instructions should feel like part of a game, not a test.

Use gestures and modelling

Gestures help children understand instructions before they know every word. Point to the chair when saying “sit down” or touch your own head when saying “touch your head.” Modelling the action gives an immediate example. Children often copy before they speak.

Repeat the instruction with the gesture a few times. Then try it without the gesture and see if the child responds. If not, return to the gesture. Gradual reduction of support builds independence.

Play simple games

Games make instruction practice enjoyable. “Simon says” is a classic example. “Touch your nose,” “jump,” and “clap your hands” can all be used. The leader gives an instruction and the child performs it. This builds listening, response, and vocabulary at the same time.

Keep the pace lively but not too fast. If the child makes a mistake, smile and try again. The goal is participation and understanding, not perfect accuracy. Short rounds keep energy high and prevent fatigue.

Check understanding through action

Do not rely only on asking “Do you understand?” Children may say yes without knowing what to do. Instead, observe their actions. If they perform the instruction, they understood. If not, simplify the wording or add a gesture.

You can also ask children to give instructions to others. “Tell your friend to stand up” turns the learner into the leader. This deepens understanding and builds confidence.

Common mistakes

• Using too many instructions at once.
• Speaking too quickly.
• Relying only on verbal explanation.
• Correcting mistakes harshly.
• Letting the game run too long.

Practice

Choose five classroom instructions and play a short game with a child. Use gestures at first, then reduce them. Note which instructions the child performs easily and which need more support. Repeat later with two new instructions.

A worked example

An adult says, “Simon says touch your nose,” and the child touches their nose. Then the adult says, “Jump,” without “Simon says,” and the child stays still. After a few rounds, the child becomes the leader and gives instructions to the adult. This shows that the child understands the commands well enough to use them. The game also builds listening, response, and confidence.

Extension ideas

If the child is ready, add more complex instructions such as “Touch your nose and jump.” You can also let the child choose the actions, which increases motivation. For younger children, use gestures and keep the pace slow. For older children, remove gestures gradually.

Try it yourself

Choose five classroom instructions and play a short game with a child. Use gestures at first, then reduce them. Note which instructions the child performs easily and which need more support. Repeat later with two new instructions.

Related lessons

Use listening games with listening games without a screen, combine numbers with learning numbers through movement, and support early reading with a five-minute phonics routine for parents.