Non-verbal ‘help’ and ‘permission’ signals (redirect without noise)
Aim (what it achieves)
Reduce calling out and wandering by giving students a quiet, predictable way to get what they need.
When to use
When students call out, hover, or wander to ask questions; during independent work.
How to use (steps)
Teacher language (examples)
“Use the help signal. I’ll come to you.”
Top tips (makes it work)
Consistency matters: if you ignore the signal, students revert to calling out.
Common pitfalls
Introducing signals but not responding; too many signals; unclear thresholds.
SEND/PP considerations
Supports students with anxiety or attention needs who struggle to wait or to speak appropriately. Keep it simple and visual.
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 Calling out / interrupting
Related strategies
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding students of the expected behaviour right before a high-risk moment.
Pause and scan (hold the space)
Use calm silence to reset attention and stop chatter spreading.
Clear ‘what to do’ direction (observable)
Turn ‘stop it’ into a clear next action.
Reset the room (10–20 second whole-class reset)
Stop ‘spread’ of chatter and restore calm without drama.
Calling-out response: redirect to participation routine
Reduce calling out while keeping participation high.
Attention signal + countdown
Regain whole-class attention quickly and predictably.