Establish predictable ‘help before stuck’ rule (ask, attempt, signal)
Aim (what it achieves)
Prevent stuckness turning into off-task behaviour by making help-seeking routine and quiet.
When to use
Independent work; new topics; when students often call out or wander.
How to use (steps)
Teacher language (examples)
“Try step 1, then signal.” “Thanks for using the routine—I’m coming.”
Top tips (makes it work)
Keep it consistent; treat it as normal; make the signal visible but discreet.
Common pitfalls
Ignoring signals; making students wait too long; letting peer help become chatting.
SEND/PP considerations
Supports SEND/PP with processing needs; avoids stigma by making it universal.
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 Work avoidance / blank page / 'I can't'
Related strategies
Build a ‘help protocol’ (how to get help without disruption)
Reduce calling out and work avoidance by teaching a predictable help routine.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Make success visible (worked example + success criteria)
Reduce avoidance by showing what good looks like and how to start.
Vocabulary access for all (glossary / pre-teach)
Remove language barriers that cause disengagement and misbehaviour.
Active participation planning (frequent responses)
Increase engagement to reduce off-task behaviour and calling out.
Plan ‘first success’ (easy start ramp)
Reduce avoidance and disruption by making the first task step accessible.