Positive narration (describe success as it happens)
Aim (what it achieves)
Pull attention towards the behaviour you want, making the ‘right way’ visible and normal.
When to use
When a few students drift off-task; when you need quick compliance without confrontation.
How to use (steps)
Teacher language (examples)
“I can see books open and pens moving on rows 2 and 3 — that’s exactly it.”
Top tips (makes it work)
Make it specific and immediate. Aim for a calm, matter-of-fact tone.
Common pitfalls
Overpraising; naming students who dislike attention; using it as a ‘dig’ at others.
SEND/PP considerations
Supports students who need clear models. For some SEND students, avoid singling out; narrate groups/tables.
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 Attention seeking / clowning / minor disruption
Related strategies
Behavioural narration
Increase immediate compliance after instructions by narrating exactly what successful students are doing.
Anonymous group correction (reset without naming)
Correct widespread low-level disruption without triggering a public ‘battle’ with an individual.
Distraction removal with dignity (quietly remove the trigger)
Remove a concrete distraction without turning it into a confrontation.
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Early check-in prompt (prevent avoidance turning into disruption)
Stop work avoidance early by removing the first barrier.
Prompt with a question (self-correction)
Encourage students to correct themselves without a battle.