Teach an attention routine (signal → silence → eyes on speaker)
Aim (what it achieves)
Create a fast, predictable way to secure attention without repeated verbal reminders.
When to use
Any time you need whole-class attention; after group work; when pace starts to drift.
How to use (steps)
Teacher language (examples)
“Signal… thank you.” “3…2…1… eyes on me.”
Top tips (makes it work)
Keep it calm; wait for full silence; acknowledge those who comply first.
Common pitfalls
Talking over students; changing the signal; accepting half-compliance.
SEND/PP considerations
Clear, practiced routines reduce anxiety for SEND/PP; pair with visual cue; allow a beat of processing time.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- 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)
- Proactively Prevent Chatting during teacher talk / instruction
Related strategies
Teach routines explicitly (model–practise–feedback)
Build predictable behaviour by teaching routines like curriculum content.
Pre-correct the ‘risky moment’
Prevent known problems by reminding expectations just before the trigger.
Positive attention to best conduct (set the norm)
Shift class attention towards expected behaviour without lecturing.
Resource readiness (remove dead time)
Reduce transition chaos by ensuring resources and instructions are ready before students move.
Plan ‘no-dead-time’ material movement (distribution/collection routines)
Prevent low-level disruption that starts in dead time and bottlenecks.
Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Prevent predictable low-level issues by reminding students what success looks like before it happens.