Why don’t students want to listen to their teacher while they are giving instructions? by Elyanora Menglieva

2025-03-22 12:25:18 UTC

Name: Durdona Azimjonova

Group: MBX-AU-22

Institute: Namangan State Institute of Foreign Languages

I successfully completed my teaching practicum at the state school No. 1 in To‘raqo‘rg‘on District, Namangan Region, Uzbekistan. During this period, I worked with 11th-grade students, who were around 18 years old. The class consisted of 14 students in total.

2025-03-23 08:40:03 UTC

Why don’t students want to listen to their teacher while they are giving instructions?

Reason for choosing this topic!

As a creative and optimistic individual, I aimed to make my lessons engaging and interactive. Throughout the practicum, I focused on developing students' language skills, encouraging active participation, and creating a motivating learning environment.

2025-03-23 08:52:04 UTC

Why do I think I need their attention while giving instruction for tasks?
What do students feel when I provide instructions to tasks (based on the results of micro-teaching)?
How do I give instructions?

2025-03-24 15:23:23 UTC

My own reflective notes
Questionnaire from fellow students
Informal conversation with my groupmates who are future teachers

2025-03-24 15:29:13 UTC

My own perception:

my instructions are easy for my students
need to look confident and make full sentences
my voice is low for them
use less English in class

2025-03-24 15:33:44 UTC

Students perception:

easy to understand
increase tone of voice
use new methods

2025-03-24 15:45:42 UTC

Informal conversation with my groupmates

According to question results in order to improve my instructions I should:

add videos and musical activities
pay attention to time management
be aware of classroom climate and each student

My reflections about EAR

elyamenglieva — 2025-03-25 01:54:38 UTC

This research enhanced my teaching by providing insights and evidence-based strategies to improve my instructional methods. It helped me understand different learning styles, identify effective ways to communicate complex ideas and develop skills to create a more inclusive and responsive classroom. Additionally, this research helped me reflect on my teaching practice, allowing me to continuously refine and adapt my approach to better meet my students’ needs and help them succeed.

elyamenglieva — 2025-03-25 01:54:51 UTC

I decided to conduct my research on this topic to find out several clues about how to improve giving instructions to students. This topic was a big teaching concern for me during my practicum. To be honest, I taught 11 grade students who were not much interested in any kind of topic which was hold by their teacher. After that, I was keen to explore students listening abilities while in lessons. I would like to what the problem with them is, why they don’t want to listen and questions depend on listening. The biggest challenge I faced while teaching them was that they were not attentive while I was giving instructions. I observed some learners during the activity, they didn’t pay attention to the tasks; instead, they were busy with another thing which is not even school subjects or tasks. I used several data collection tools as well such as: my own notes, questionnaire from fellow students and informal conversation with students.

2025-03-25 07:42:28 UTC

Action plan

Identify common issues from research findings (e.g., low voice, unclear instructions).
Plan specific changes to implement (e.g., louder voice, interactive methods).

During the action stage, I implemented several strategies based on my research findings:

1. Increased Voice Volume – I consciously spoke louder to ensure students could hear me clearly.
2. Interactive Approach – I engaged students through pair work and discussions to keep their attention.
3. Clear and Concise Instructions – I minimized unnecessary details and focused on key points.
4. Feedback Collection – I conducted surveys and informal conversations to gather students' opinions.
5. Observation and Adjustment – I analyzed the effectiveness of these strategies and refined them accordingly.

These changes helped improve student engagement and comprehension during instruction.