Teach routines explicitly (model–practise–feedback)
Aim (what it achieves)
Build predictable behaviour by teaching routines like curriculum content.
When to use
Start of year; new classes; after holidays; whenever routines slip.
How to use (steps)
Teacher language (examples)
“Watch me first.” “Now we practise.” “Again—this time in silence.”
Top tips (makes it work)
Keep practice short; praise the behaviour, not the child; repeat calmly.
Common pitfalls
Explaining too long; practising only once; correcting with sarcasm.
SEND/PP considerations
SEND/PP benefit from clarity and repetition. Use visual reminders; avoid public shaming when re-teaching.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Vulnerability
May be especially relevant for:
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Chatting during teacher talk / instruction
- Proactively Prevent Calling out / interrupting
- Proactively Prevent Low-level defiance / arguing / 'No' (mild)
- Proactively Prevent Peer friction / bickering / low-level conflict
- Proactively Prevent Disorganisation / missing equipment / dead time
Related strategies
Active participation planning (frequent responses)
Increase engagement to reduce off-task behaviour and calling out.
Positive attention to best conduct (set the norm)
Shift class attention towards expected behaviour without lecturing.
Teach an attention routine (signal → silence → eyes on speaker)
Create a fast, predictable way to secure attention without repeated verbal reminders.
Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Prevent predictable low-level issues by reminding students what success looks like before it happens.
Structured partner talk with turn-taking (Timed Pair Share / RallyRobin)
Channels chatter into purposeful academic talk so noise is predictable, participation is fair, and attention returns to the teacher cleanly.
Whole-class accountability for group answers (Numbered Heads Together)
Keeps all students engaged because anyone may be asked to answer; reduces off-task behaviour and social loafing.