Teach ‘ready to learn’ setup (books out, equipment, posture, eyes)
Aim (what it achieves)
Prevent repeated reminders by making readiness a taught, rehearsed routine.
When to use
Lesson start; after transitions; whenever starts are slow.
How to use (steps)
Teacher language (examples)
“Ready means: book open, pen in hand, eyes front.”
Top tips (makes it work)
Keep it quick; notice and praise; reset calmly when needed.
Common pitfalls
Inconsistent standard; vague language; allowing exceptions without reason.
SEND/PP considerations
Provides clarity for SEND/PP; supports executive function; reduces conflict about ‘what I meant’.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- Supports regulation and relational safety.
- Clarifies language and participation pathways.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Slow starts / dawdling transitions
Related strategies
Consistent lesson structure (predictable phases)
Reduce anxiety and friction by making the lesson flow predictable.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
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.
Meet and greet (warm start, high expectations)
Improve readiness and reduce escalation by starting with connection and clarity.
Positive attention to best conduct (set the norm)
Shift class attention towards expected behaviour without lecturing.