Plan ‘checks for understanding’ to prevent frustration-driven disruption
Aim (what it achieves)
Catch confusion early so students don’t act out to escape difficult work.
When to use
After explanations; before independent work; after modelling.
How to use (steps)
Teacher language (examples)
“Show me on your board.” “Hold it up—thank you.”
Top tips (makes it work)
Keep checks fast; use them as information, not judgement.
Common pitfalls
Asking only confident students; moving on without confirming understanding.
SEND/PP considerations
High impact for SEND/PP; reduces avoidance and ‘I can’t’ behaviours.
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
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.
Plan ‘first success’ (easy start ramp)
Reduce avoidance and disruption by making the first task step accessible.
Provide universal task scaffolds (checklists / step cards for everyone)
Lower cognitive load so ‘I don’t know’ doesn’t become avoidance or disruption.
Confidence ladder: Team–Pair–Solo
Reduces work avoidance and disruption by building structured support that fades to independence.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.