Positive attention to best conduct (set the norm)
Aim (what it achieves)
Shift class attention towards expected behaviour without lecturing.
When to use
Starts, transitions, and moments where low-level chatter spreads.
How to use (steps)
Teacher language (examples)
“I can see three tables ready and silent—great, we can start.”
Top tips (makes it work)
Keep it factual; avoid ‘overpraise’; link to the benefit (“so we can…”).
Common pitfalls
Praising the wrong thing; sarcasm; ignoring students who comply consistently.
SEND/PP considerations
Helps SEND/PP students by reducing public negative attention and increasing belonging.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- Reduces cognitive load and supports completion.
- Clarifies language and participation pathways.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Chatting during teacher talk / instruction
- Proactively Prevent Attention seeking / clowning / minor disruption
Related strategies
Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Prevent predictable low-level issues by reminding students what success looks like before it happens.
Teach routines explicitly (model–practise–feedback)
Build predictable behaviour by teaching routines like curriculum content.
Pre-correct the ‘risky moment’
Prevent known problems by reminding expectations just before the trigger.
Resource readiness (remove dead time)
Reduce transition chaos by ensuring resources and instructions are ready before students move.
Teach an attention routine (signal → silence → eyes on speaker)
Create a fast, predictable way to secure attention without repeated verbal reminders.
Teach voice levels and talk norms (when to talk, how loud, with whom)
Prevent ‘noise creep’ and low-level disruption by making acceptable talk explicit.