Classroom

How to Teach Following Directions in Preschool and Kindergarten

By Dave Joisil (Mr. J) · Certified Health and Physical Education teacher

Updated

Teach a clear listening routine with Stop, Look, Listen, Go!, real classroom examples, accessible cue cards and an original observation sheet.

Watch the video accompanying How to Teach Following Directions in Preschool and Kindergarten
Watch the accompanying video

To teach following directions, model a simple routine, give one clear instruction, and let children practice with support. Help them pause the competing activity, attend to useful information, hear or receive the whole direction, and then try it. Asking for repetition is part of the skill—not a failure to listen.

Mr. J’s Stop, Look, Listen, Go! gives that routine a musical cue. The song includes everyday examples such as getting shoes, picking up a pencil and preparing a backpack. Its reminder, “Can you tell me one more time, please?” makes room for children who need another explanation. This guide helps adults turn the song into practice; for the full lyrics and player, visit the following-directions song watch page.

What the four words mean

  • Stop: Pause the competing task when it is safe to do so. A child can put down a block or pause a game without being expected to hold a perfectly still pose.
  • Look: Notice the person, object, picture or other cue that carries the information. Eye contact is not a requirement or a reliable test of understanding.
  • Listen: Receive the complete direction through speech, signs, pictures, written words or another accessible method. Wait until the message is finished before starting.
  • Go: Try the understood action. If something is unclear, ask for repetition, a demonstration or help instead of guessing.

These are four parts of a routine, not four unrelated tasks to remember. A child can practice the entire routine with one action: “Put the pencil in the cup.” Choose a familiar object and a reachable destination so the lesson is about understanding the direction, not decoding a new word or struggling with equipment.

Prepare the adult’s direction first

Before asking children to listen, check what you plan to say. “Get ready” can mean many different things. “Put your paper in the tray” names an observable action. Move close enough to be heard without shouting, reduce competing sound and make the relevant object or picture available. Pause your own conversation and give the child your attention too.

Give a manageable instruction in a calm voice, then allow time to respond. Filling every pause with new wording creates more information to process. If the instruction was not understood, repeat or demonstrate it; if its words are unfamiliar, explain them. The adult’s job is to make the message usable, not to test how many demands a child can hold at once.

A short song-and-practice lesson

Use this flexible sequence during a comfortable practice moment. It is not a timed mastery test, and the song’s ending is not a deadline for completing a task.

1. Show the routine before pressing play

Place one pencil beside a cup. Say, “We are practicing what to do when we get a direction.” Model setting down another object, noticing the cup, receiving the complete instruction and putting the pencil inside. Model uncertainty too: “I didn’t hear where it goes. Please say it again.”

2. Watch the song together

Invite children to notice the four repeated words. Singing, gestures and movement are optional. A child may watch, listen, point to the cue strip or use a lower-volume alternative. Preview the song yourself and choose the portion that fits the group; there is no requirement to repeat the whole video for every classroom instruction.

3. Pause the music and give one real direction

With the music stopped, say, “Put the pencil in the cup.” Wait before adding words. If the child seems unsure, point to the cup, model the action or invite a request for help. Avoid speaking a new task over the chorus and then treating the missed instruction as refusal.

4. Notice the response and choose a next step

Use specific, respectful feedback: “You waited until I finished, then put the pencil in the cup,” or “You asked me to show you.” If the task did not happen, look at the instruction, setting and support before assuming the child chose not to cooperate. Repeat with a similar familiar object, or stop and return to practice later.

Everyday classroom examples

  • At the table: “Place your crayon in the basket.” Put the basket within comfortable reach and point to it if useful.
  • At arrival: “Hang your backpack on your hook.” Show the child’s accessible storage place; offer assistance with a heavy bag or difficult fastening.
  • During cleanup practice: “Put this block in the bin.” Begin with a single manageable job rather than “Clean everything up.”
  • Before a drawing activity: “Choose one pencil.” Check that the child can identify and reach the available choices before adding another instruction.

If the main challenge is ending play and moving somewhere else, use the Transition Time classroom routine. If the destination is circle time, use the centers-to-circle guide. Following a direction is one part of those routines, not a replacement for advance notice, clear destinations or adult help.

When a direction is not followed

  • The child starts before the sentence ends: Shorten the message and model waiting for its ending. Do not turn this into a speed contest.
  • The child does a different action: Check the vocabulary and demonstrate the intended action with an object or picture.
  • The child begins but cannot finish: Look for a physical barrier, missing material or unclear next step. Help with the barrier rather than repeating the same words louder.
  • The child asks again: Honor the request. “Please show me” and “Please say it again” are useful ways to repair a misunderstanding.
  • The child appears overwhelmed: Reduce noise, language and task demands, offer an appropriate pause, and follow individual support plans.

A single observation cannot diagnose a language, attention, hearing or developmental difficulty. When concerns persist, discuss them with the family and appropriate qualified professionals. This song is a teaching resource, not a treatment or a promise of immediate behavior change.

Make attention accessible

Some children listen while moving, looking away or using a communication device. Avoid judging comprehension by eye contact, posture or whether a child sings along. Provide the direction in a form the child can access: a gesture, a picture of the destination, signed communication, an object cue or written words, as appropriate to their needs.

For children learning English, a familiar demonstration and the home language can help make the task understandable. Follow individual communication plans and allow processing time. Teach safe, understood directions—not unquestioning obedience to any adult. Children can ask questions, express discomfort and seek a trusted adult’s help.

Copy-and-print: Four-word routine and observation toolkit

Download the free classroom toolkit PDF, or open the accessible printable version. It contains a four-part cue strip, communication cards and a reusable observation sheet. No signup is needed.

Use the observation sheet to record the instruction, the support offered, what happened and one adjustment to try. For example: “Instruction: put the pencil in the cup. Support: pointed to cup. Response: placed pencil after a demonstration. Next adjustment: repeat with the same cup and a familiar marker.” This is an illustrative example, not a report about a real student.

Keep records within your setting’s privacy procedures. There is no score, deadline or public comparison. The purpose is to notice which supports make the instruction clearer. For a larger practice bank, use one-step and two-step directions activities.

Frequently asked questions

Is this a preschool song or a kindergarten song?

Both settings can use the song with adult support. Choose the instruction by the child’s current understanding and access needs, not an assumed age deadline. Familiar one-action tasks are a useful starting point even for an older learner.

Should I play the song before every direction?

No. Teach the routine during practice, then use a brief spoken or visual cue when useful. Stop the music before giving a new direction so it does not compete with the message.

Does “look” mean a child has to look into my eyes?

No. In this lesson, it means noticing usable information. A child can attend to a picture, object or other cue without making eye contact.

Is this about crossing the road?

No. Stop, Look, Listen, Go! is a following-directions song for everyday home and classroom routines. It is not a road-crossing lesson or a substitute for adult supervision and road-safety teaching.

Sources and teaching boundaries

These sources support the teaching principles used here; they have not evaluated or endorsed this song. The lesson, examples and printable are original educational resources from Hey! It’s Mr. J.