Teach voice levels and talk norms (when to talk, how loud, with whom)
Aim (what it achieves)
Prevent ‘noise creep’ and low-level disruption by making acceptable talk explicit.
When to use
Start of year; before paired work; whenever noise levels rise.
How to use (steps)
Teacher language (examples)
“This is quiet partner voice only.” “Reset to silent in 3…2…1.”
Top tips (makes it work)
Give a clear ‘talk window’ and a clear ‘stop’ signal; scan and praise.
Common pitfalls
Leaving talk boundaries vague; correcting only when it’s too late.
SEND/PP considerations
Some SEND students struggle with volume monitoring—use simple visuals and specific reminders; avoid public calling-out.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- Clarifies language and participation pathways.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Calling out / interrupting
Related strategies
Planned circulation (active supervision path)
Prevent low-level disruption by being present where it starts.
Seat for success (visibility, support, low friction)
Reduce predictable flashpoints by thoughtful seating and room layout.
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.
Pre-teach collaboration norms (roles, turn-taking, disagreement rules)
Reduce peer friction and off-task talk by teaching ‘how to work together’.
Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Prevent predictable low-level issues by reminding students what success looks like before it happens.