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 pupils 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 pupils who follow it.
Common pitfalls
Punishing pupils for asking; unclear steps; teacher never coming back.
SEND/PP considerations
Helps pupils with anxiety and low literacy; reduces shame by normalising support for all.
Tags
Sources
Used in
Behaviour Matrix
- Prevent Chatting during independent work
- Prevent Work avoidance / blank page / ‘I can’t’
- Prevent Disorganisation / missing equipment / dead time
Ordinarily Available Practice
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.