Pre-correction (prime expectations before the moment)
Aim (what it achieves)
Prevent predictable slip-ups by reminding pupils of the expected behaviour right before a high-risk moment.
When to use
Before transitions; before partner talk; when you see early signs (restlessness, whispering, equipment out).
How to use (steps)
Teacher language (examples)
“In 10 seconds, we’ll be working in silence. Pens moving, eyes on your book.”
Top tips (makes it work)
Keep it short, specific, and timed. Use it *before* the behaviour happens.
Common pitfalls
Long speeches; phrasing as a threat; giving multiple rules at once.
SEND/PP considerations
Supports pupils who struggle with working memory by making expectations explicit at the point of need. Keep language simple; pair with a visual cue if possible.
Tags
Sources
Used in
Behaviour Matrix
- Interrupt & Redirect Slow starts / dawdling transitions
Related strategies
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.
Pause and scan (hold the space)
Use calm silence to reset attention and stop chatter spreading.
Reset the room (10–20 second whole-class reset)
Stop ‘spread’ of chatter and restore calm without drama.
Attention signal + countdown
Regain whole-class attention quickly and predictably.
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.
Re-state expectation once (no multiple warnings)
Reduce ‘nagging’ cycles and make directions meaningful.