Consistent lesson structure (predictable phases)
Aim (what it achieves)
Reduce anxiety and friction by making the lesson flow predictable.
When to use
Every lesson; especially with classes prone to unsettled starts or transition issues.
How to use (steps)
Teacher language (examples)
“We’re in the independent phase—10 minutes.” “Back to me in 3…2…1.”
Top tips (makes it work)
Keep signals consistent across staff; use a visible timer for transitions.
Common pitfalls
Changing structures daily; unclear phase changes; dead time during resource handouts.
SEND/PP considerations
Predictability supports working memory and regulation. Keep transitions short and explained in one sentence.
Tags
Sources
Used in
Behaviour Matrix
- Prevent Chatting during teacher talk / instruction
- Prevent Calling out / interrupting
- Prevent Slow starts / dawdling transitions
- Prevent Disorganisation / missing equipment / dead time
Ordinarily Available Practice
Related strategies
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Resource readiness (remove dead time)
Reduce transition chaos by ensuring resources and instructions are ready before pupils move.
Build in visible checkpoints (mini-deadlines + quick checks)
Reduce drifting/off-task behaviour by making progress expectations frequent and visible.
Dual-code key instructions (say it + show it)
Reduce ‘instruction failure’ by supporting memory and processing for all pupils.
Teach self-monitoring (simple target + quick check-ins)
Build pupil ownership so behaviour improves without constant teacher correction.
Teach ‘ready to learn’ setup (books out, equipment, posture, eyes)
Prevent repeated reminders by making readiness a taught, rehearsed routine.