Take-up time (instruction, then step away)
Aim (what it achieves)
Increase compliance by removing the ‘audience’ and pressure.
When to use
When a pupil is slow to comply or starting to ‘perform’ defiance.
How to use (steps)
Teacher language (examples)
“Do it now—I’ll come back in a moment.”
Top tips (makes it work)
Keep voice low; avoid hovering; return calmly to check.
Common pitfalls
Staring them down; repeating the instruction 10 times; escalating publicly.
SEND/PP considerations
Strong for pupils with PDA traits or shame triggers; gives space to save face.
Tags
Sources
Used in
Behaviour Matrix
- Interrupt & Redirect Chatting during teacher talk / instruction
- Interrupt & Redirect Chatting during independent work
- Interrupt & Redirect Calling out / interrupting
- Interrupt & Redirect Off-task / fiddling / low-level distraction
- Interrupt & Redirect Slow starts / dawdling transitions
- Interrupt & Redirect Work avoidance / blank page / ‘I can’t’
- Interrupt & Redirect Low-level defiance / arguing / ‘No’ (mild)
- Interrupt & Redirect Attention seeking / clowning / minor disruption
- Interrupt & Redirect Peer friction / bickering / low-level conflict
- Interrupt & Redirect Disorganisation / missing equipment / dead time
Related strategies
Positive framing (correct while staying on their side)
Hold the boundary while preserving relationship and motivation.
Private correction (quiet ‘side script’)
Correct behaviour without creating a public confrontation.
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Micro-choice (bounded options)
Prevent escalation by giving controlled choice without lowering expectations.
Prompt with a question (self-correction)
Encourage pupils to correct themselves without a battle.
Describe–Direct–Disengage (3D correction script)
Correct quickly without emotion or escalation: state behaviour, give direction, then move on.