Prompt with a question (self-correction)
Aim (what it achieves)
Encourage students to correct themselves without a battle.
When to use
Early low-level behaviour when you want to avoid confrontation.
How to use (steps)
Teacher language (examples)
“What should you be doing right now?”
Top tips (makes it work)
Use a neutral tone; don’t turn it into a debate; follow with direction if needed.
Common pitfalls
Sounding sarcastic; asking multiple questions; letting it become a conversation.
SEND/PP considerations
Helpful for students who need to feel agency; keep it calm and brief.
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 Off-task / fiddling / low-level distraction
Related strategies
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Take-up time (instruction, then step away)
Increase compliance by removing the ‘audience’ and pressure.
Positive framing (correct while staying on their side)
Hold the boundary while preserving relationship and motivation.
Procedural seat change (quiet reset)
Break patterns (peer friction, chatting) without confrontation.