Plan ‘no-dead-time’ material movement (distribution/collection routines)
Aim (what it achieves)
Prevent low-level disruption that starts in dead time and bottlenecks.
When to use
Any lesson with equipment, worksheets, books, practical resources.
How to use (steps)
Teacher language (examples)
“Start question 1 while resources are coming round.” “Collect in silence—thank you.”
Top tips (makes it work)
Do it the same way each time; keep students seated where possible.
Common pitfalls
Stopping teaching to manage handing-out; letting it become a social event.
SEND/PP considerations
Predictable routines reduce conflict; give anxious students clarity; reduce sensory overload from chaotic movement.
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 Disorganisation / missing equipment / dead time
Related strategies
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.
Teach an attention routine (signal → silence → eyes on speaker)
Create a fast, predictable way to secure attention without repeated verbal reminders.
Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Prevent predictable low-level issues by reminding students what success looks like before it happens.
Turn-taking control for group talk (Talking Chips / equal turns)
Prevents domination, shouting over others, and peer conflict by making turn-taking visible and fair.