Positive framing (correct while staying on their side)
Aim (what it achieves)
Hold the boundary while preserving relationship and motivation.
When to use
After a correction; when you sense ‘teacher hates me’ thinking.
How to use (steps)
Teacher language (examples)
“I need you with me so you don’t miss this.” “Show me you’re ready.”
Top tips (makes it work)
Warm tone, firm message; avoid ‘always/never’ language.
Common pitfalls
Sounding sarcastic; over-explaining; praising compliance like a prize.
SEND/PP considerations
Supports pupils with rejection sensitivity; reduces escalation after correction.
Tags
Sources
Used in
Behaviour Matrix
- Interrupt & Redirect Chatting during teacher talk / instruction
- Interrupt & Redirect Calling out / interrupting
- Interrupt & Redirect Low-level defiance / arguing / ‘No’ (mild)
Related strategies
Take-up time (instruction, then step away)
Increase compliance by removing the ‘audience’ and pressure.
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.