Tactical ignoring
Aim (what it achieves)
Reduce attention-seeking disruption by withholding attention from minor performance behaviour and reinforcing positive re-engagement.
When to use
Specific moments where behaviour is low-level, safe, and clearly attention-motivated, and where adult reaction would reward the behaviour.
How to use (steps)
Teacher language (examples)
"Thank you to those with hands up." "Good - that's better. Back on task now."
Top tips (makes it work)
Use this as a planned strategy, not avoidance. Keep your face and tone neutral. Pair ignoring with clear attention to positive behaviour so expectations stay visible.
Common pitfalls
Using it for serious incidents. Ignoring because you are unsure what to do. Accidentally rewarding clowning with eye contact or debate. Failing to notice and reinforce recovery.
SEND/PP considerations
Never use for swearing, blatant defiance, unsafe behaviour, or sexist, racist, homophobic, offensive, or abusive remarks. The core message is that positive behaviour gets attention, not disruption.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Removes reinforcement for attention-seeking behaviour.
- Uses low-arousal redirection to protect dignity.
- Reinforces rapid return to learning behaviour.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Sources
- Ben Rule, Headteacher
Used in
Common Behaviour Issues (Behaviour Hub)
- Interrupt & Redirect Off-task / fiddling / low-level distraction
- Interrupt & Redirect Attention seeking / clowning / minor disruption
Related strategies
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding students of the expected behaviour right before a high-risk moment.
Anonymous group correction (reset without naming)
Correct widespread low-level disruption without triggering a public ‘battle’ with an individual.
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.
Behavioural narration
Increase immediate compliance after instructions by narrating exactly what successful students are doing.