Calling-out response: redirect to participation routine
Aim (what it achieves)
Reduce calling out while keeping participation high.
When to use
During questioning when pupils blurt answers.
How to use (steps)
Teacher language (examples)
“No calling out—hands up.” “Wait time… now I’ll choose.”
Top tips (makes it work)
Be consistent; praise correct routine use; increase ‘all respond’ moments.
Common pitfalls
Responding to blurts; inconsistent enforcement; public shaming.
SEND/PP considerations
Helps pupils with impulsivity when paired with frequent response opportunities.
Tags
Sources
Used in
Behaviour Matrix
- Interrupt & Redirect Calling out / interrupting
Related strategies
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding pupils of the expected behaviour right before a high-risk moment.
Non-verbal ‘help’ and ‘permission’ signals (redirect without noise)
Reduce calling out and wandering by giving pupils a quiet, predictable way to get what they need.
Turn-taking tokens as a volume reset (Talking Chips as intervention)
Reduces noisy or argumentative group talk by making turns limited and explicit, lowering volume and pace.
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Pause and scan (hold the space)
Use calm silence to reset attention and stop chatter spreading.