Non-verbal signals (silent reminders)
Aim (what it achieves)
Correct behaviour privately and quickly.
When to use
Low-level talking, calling out, fidgeting, wandering eyes.
How to use (steps)
Teacher language (examples)
No words needed; if words: “Thank you.”
Top tips (makes it work)
Teach signals explicitly; keep them calm and consistent.
Common pitfalls
Making signals sarcastic; using too many; using them inconsistently.
SEND/PP considerations
Useful for students who escalate with public verbal correction.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Uses low-arousal redirection to protect dignity.
- 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)
- Interrupt & Redirect Chatting during teacher talk / instruction
Related strategies
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Tactical ignoring
Reduce attention-seeking disruption by withholding attention from minor performance behaviour and reinforcing positive re-engagement.
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Clear ‘what to do’ direction (observable)
Turn ‘stop it’ into a clear next action.
Procedural seat change (quiet reset)
Break patterns (peer friction, chatting) without confrontation.
Prompt with a question (self-correction)
Encourage students to correct themselves without a battle.