Rehearse the routine (30 seconds practice, then continue)
Aim (what it achieves)
Fix a recurring low-level issue by practising the expected routine immediately and neutrally.
When to use
When the same micro-behaviour keeps happening (talking on entry, messy lining up, noisy transitions).
How to use (steps)
Teacher language (examples)
“Let’s do that again: in silence, books open, pens ready. Go.”
Top tips (makes it work)
Keep it matter-of-fact. One practice run is usually enough.
Common pitfalls
Using it as punishment; repeating too many times; sarcasm.
SEND/PP considerations
Helpful for SEND students who need repetition and clarity. Keep the routine steps simple and visible.
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.
- Clarifies language and participation pathways.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Interrupt & Redirect Slow starts / dawdling transitions
Related strategies
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.
Attention signal + countdown
Regain whole-class attention quickly and predictably.
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding students of the expected behaviour right before a high-risk moment.
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.