Behaviour-specific acknowledgement (brief, factual)
Aim (what it achieves)
Reinforce compliance quickly and strengthen the norm.
When to use
Immediately after students correct behaviour; during routines and transitions.
How to use (steps)
Teacher language (examples)
“Thank you for starting straight away.” “Good—silent tracking.”
Top tips (makes it work)
Keep it short; be specific; link to learning pace.
Common pitfalls
Overpraising; praising personality; sounding insincere.
SEND/PP considerations
Supports SEND/PP by increasing positive adult attention and reducing corrective cycles.
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.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Interrupt & Redirect Attention seeking / clowning / minor disruption
Related strategies
30‑second structured partner reset (re-engage without confrontation)
Shifts a drifting or chatty class back to learning by giving talk a short, controlled purpose and a clear stop.
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Pause and scan (hold the space)
Use calm silence to reset attention and stop chatter spreading.
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Clear ‘what to do’ direction (observable)
Turn ‘stop it’ into a clear next action.