Active participation planning (frequent responses)
Aim (what it achieves)
Increase engagement to reduce off-task behaviour and calling out.
When to use
During explanations; when attention dips; with classes that drift quickly.
How to use (steps)
Teacher language (examples)
“Everyone: write the answer—10 seconds.” “Boards up.”
Top tips (makes it work)
Keep response windows short; scan quickly; correct misconceptions calmly.
Common pitfalls
Overlong talk; asking only for hands-up; letting talk activities run on.
SEND/PP considerations
Short bursts suit ADHD and reduce ‘waiting time’ frustration that leads to disruption.
Tags
Sources
Used in
Behaviour Matrix
- Prevent Chatting during teacher talk / instruction
- Prevent Calling out / interrupting
- Prevent Attention seeking / clowning / minor disruption
- Prevent Peer friction / bickering / low-level conflict
Ordinarily Available Practice
Related strategies
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 pupils engaged because anyone may be asked to answer; reduces off-task behaviour and social loafing.
Teach routines explicitly (model–practise–feedback)
Build predictable behaviour by teaching routines like curriculum content.
Planned circulation (active supervision path)
Prevent low-level disruption by being present where it starts.
Seat for success (visibility, support, low friction)
Reduce predictable flashpoints by thoughtful seating and room layout.
Build a ‘help protocol’ (how to get help without disruption)
Reduce calling out and work avoidance by teaching a predictable help routine.