Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Aim (what it achieves)
Prevent predictable low-level issues by reminding students what success looks like before it happens.
When to use
Before handing out equipment; moving seats; pair work; end-of-lesson pack away.
How to use (steps)
Teacher language (examples)
“In 10 seconds we’ll move—voices off, eyes front.”
Top tips (makes it work)
Keep it brief; use the same language; spot and praise the first students doing it right.
Common pitfalls
Waiting until it goes wrong; giving too many rules at once.
SEND/PP considerations
Supports students with working-memory/processing needs; reduces anxiety caused by ambiguity.
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 Slow starts / dawdling transitions
Related strategies
Positive attention to best conduct (set the norm)
Shift class attention towards expected behaviour without lecturing.
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.
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.
Teach voice levels and talk norms (when to talk, how loud, with whom)
Prevent ‘noise creep’ and low-level disruption by making acceptable talk explicit.