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The Role of InstructionInstruction is the academic process of carrying out activities that induce learning among pupils. Effective instruction activities can motivate pupils to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel.Involve interaction between the teachers and pupils as well as between pupils and pupils. Teachers not only impart content knowledge and language skills, but educate pupils on social skills, relationships, self-discipline, values and beliefs.Through instruction and learning activities, pupils learn to communicate and develop confidence and self-esteem.The role of instruction as a central classroom activity is to positively develop pupils and equip them with the knowledge and skills to be able to adjust themselves to society and the environment.Classroom Instruction and Management PracticesInstruction and classroom management are not two separate entities (Manning & Bucher, 2013). A classroom that is well managed can act as a suitable setting for effective instruction and a well planned lesson.It engages pupils in purposeful and meaningful tasks that will support good behaviours in the classroom.i) Effective Classroom InstructionsThe primary role of teachers is to plan and deliver instructions effectively and efficiently. Thus, teacher need to:i- select appropriate teaching materials. ii- devise suitable activities to facilitate pupil learning.iii- make effective use of classroom management techniques to ensure a conducive environment for learning with minimal disruptive behaviours.Effective classroom instructions thus included having:a wide array of instructional strategies at your disposal.being skilful at identifying and articulating the proper sequence and pacing of your content.being highly skilled in classroom management techniques.ii. Instructional StrategiesTeachers need to employ instructional strategies that make the most of class time and keep pupils engaged. This involves: considering pupils attention span when planning instructional activities. alternating teacher-centered activities (presentation, teacher modelling), and pupil-centered activities (practice sheets, independent reading). familiarising pupils with transition times and procedures between activities like from small group activities to whole group instruction. Besides, teachers also need to have a time limit for activities so that they can be carried out successfully. Teachers also need to prepare extra activities for pupils who finish tasks early to keep them actively engaged while the other pupils complete the task.Focusing on effective instructional strategies can prevent academic and behaviour difficulties and thereby facilitate increased pupil achievement.Effective Instructional StrategiesEffective teachers have higher rates of positive pupil responses.Pupils attending to academic tasks cannot at the same time be engaged in disruptive, off-task behaviour. Effective instruction minimizes disruptive behaviour through higher rates of academic engagement. Instruction that is effective in encouraging high rates of academic engagement and on-task behaviour is characterized by the following key features: Appropriate level of instructional material or task.If information and materials are beyond pupils current skill level it will frustrate them and they may engage in behaviours that avoid engagement in the lesson.Too easy materials may result in pupils engaging in inappropriate behaviours out of boredom and lack of challenge.Pupils who are actively engaged and provided with frequent opportunities to respond to academic tasks are less disruptive and demonstrate improved academic skills.FeedbackEffective instruction provides feedback for both the pupils and the teachers in a variety of ways. (discussion)The feedback serves to motivate both pupils and teachers, promoting an active learning situation.Teachers personal qualitiesHaving a mastery of the subject and the enthusiasm to impart the knowledge are paramount. (more important than anything else)Other essential characteristics are being approachable, accessible, a sense of humour and having respect for the pupils.REFERENCEManning, M. L. , & Bucher. K. T. (2013). Classroom management: Models. applications, and cases (3nd ed.). Upper Saddle River. NJ: Pearson/Merrill Prentice Hall.