Build a ‘help protocol’ (how to get help without disruption)
Aim (what it achieves)
Reduce calling out and work avoidance by teaching a predictable help routine.
When to use
Any independent work; especially when students frequently call out or ‘stall’.
How to use (steps)
Teacher language (examples)
“Use the help steps—then I’ll come.”
Top tips (makes it work)
Make steps visible on the wall/slide; praise students who follow it.
Common pitfalls
Punishing students for asking; unclear steps; teacher never coming back.
SEND/PP considerations
Helps students with anxiety and low literacy; reduces shame by normalising support for all.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- Reduces cognitive load and supports completion.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: Yes
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Chatting during independent work
- Proactively Prevent Work avoidance / blank page / 'I can't'
- Proactively Prevent Disorganisation / missing equipment / dead time
Related strategies
Establish predictable ‘help before stuck’ rule (ask, attempt, signal)
Prevent stuckness turning into off-task behaviour by making help-seeking routine and quiet.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Make success visible (worked example + success criteria)
Reduce avoidance by showing what good looks like and how to start.
Vocabulary access for all (glossary / pre-teach)
Remove language barriers that cause disengagement and misbehaviour.
Active participation planning (frequent responses)
Increase engagement to reduce off-task behaviour and calling out.
Plan ‘first success’ (easy start ramp)
Reduce avoidance and disruption by making the first task step accessible.