Turn-taking tokens as a volume reset (Talking Chips as intervention)
Aim (what it achieves)
Reduces noisy or argumentative group talk by making turns limited and explicit, lowering volume and pace.
When to use
During group work when volume rises; when students talk over each other; when peer friction is brewing.
How to use (steps)
Teacher language (examples)
“For the next 3 minutes, one chip each—use it when you speak.” “Low voice. One sentence turns.”
Top tips (makes it work)
Frame it as a reset, not a punishment. Time-box it. Praise groups who adopt a calmer pace quickly.
Common pitfalls
Over-explaining (kills momentum). Letting tokens become a game. Not intervening when turns become sarcastic/unkind.
SEND/PP considerations
Protects vulnerable students from being shouted down. Start with pairs if group dynamics are fragile. Provide stems so turns are purposeful, not performative.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Uses low-arousal redirection to protect dignity.
- 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)
- Interrupt & Redirect Peer friction / bickering / low-level conflict
Related strategies
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding students of the expected behaviour right before a high-risk moment.
Structured talk control (start/stop, roles, time)
Allow talk for learning without it turning into noise.
Calling-out response: redirect to participation routine
Reduce calling out while keeping participation high.
Non-verbal ‘help’ and ‘permission’ signals (redirect without noise)
Reduce calling out and wandering by giving students a quiet, predictable way to get what they need.
‘Audience control’ (keep the class learning while you correct one student)
Prevent one student’s behaviour from becoming a class event.
30‑second structured partner reset (re-engage without confrontation)
Shifts a drifting or chatty class back to learning by giving talk a short, controlled purpose and a clear stop.