Clear ‘what to do’ direction (observable)
Aim (what it achieves)
Turn ‘stop it’ into a clear next action.
When to use
Any low-level misbehaviour; especially when students claim ‘I didn’t know’.
How to use (steps)
Teacher language (examples)
“Pen down. Eyes this way.” “Open on page 10 and start Q1.”
Top tips (makes it work)
Use calm tone; one instruction; then take-up time.
Common pitfalls
Vague directions (“behave”); adding reasons/lectures; stacking instructions.
SEND/PP considerations
Helps SEND students who struggle with implied expectations and multi-step demands.
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: Yes
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Interrupt & Redirect Chatting during teacher talk / instruction
- Interrupt & Redirect Chatting during independent work
- Interrupt & Redirect Calling out / interrupting
- Interrupt & Redirect Off-task / fiddling / low-level distraction
- Interrupt & Redirect Slow starts / dawdling transitions
- Interrupt & Redirect Work avoidance / blank page / 'I can't'
- Interrupt & Redirect Low-level defiance / arguing / 'No' (mild)
- Interrupt & Redirect Attention seeking / clowning / minor disruption
- Interrupt & Redirect Peer friction / bickering / low-level conflict
- Interrupt & Redirect Disorganisation / missing equipment / dead time
Related strategies
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Behaviour-specific acknowledgement (brief, factual)
Reinforce compliance quickly and strengthen the norm.
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding students of the expected behaviour right before a high-risk moment.
Work-support redirect (remove the ‘stuck’ barrier fast)
Turn ‘off-task’ into ‘on-task’ by quickly removing a learning barrier that’s driving behaviour.
Non-verbal ‘help’ and ‘permission’ signals (redirect without noise)
Reduce calling out and wandering by giving students a quiet, predictable way to get what they need.