Teach expectations as ‘why it matters’ (learning benefit)
Aim (what it achieves)
Increase buy-in by linking expectations to learning, not control.
When to use
When introducing routines; after a reset; when classes question rules.
How to use (steps)
Teacher language (examples)
“We’re silent so everyone can think and succeed.”
Top tips (makes it work)
Keep it brief; show the payoff quickly (better pace, more help).
Common pitfalls
Long moral speeches; arguing; implying students are ‘bad’.
SEND/PP considerations
Helps PP students who are suspicious of authority; keeps tone respectful.
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: No
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Calling out / interrupting
- Proactively Prevent Low-level defiance / arguing / 'No' (mild)
Related strategies
Teach routines explicitly (model–practise–feedback)
Build predictable behaviour by teaching routines like curriculum content.
Active participation planning (frequent responses)
Increase engagement to reduce off-task behaviour and calling out.
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.
Meet and greet (warm start, high expectations)
Improve readiness and reduce escalation by starting with connection and clarity.
Positive attention to best conduct (set the norm)
Shift class attention towards expected behaviour without lecturing.