Anonymous group correction (reset without naming)
Aim (what it achieves)
Correct widespread low-level disruption without triggering a public ‘battle’ with an individual.
When to use
When several pupils are talking/fiddling; when you can’t pinpoint one pupil; when naming would escalate.
How to use (steps)
Teacher language (examples)
“I can hear voices. We’re back to silent listening. Thank you.”
Top tips (makes it work)
Use a calm tone; then continue. Follow up privately with individuals if needed.
Common pitfalls
Naming the wrong pupil; sarcasm; stopping too long and losing momentum.
SEND/PP considerations
Reduces shame and ‘saving face’ escalation. Helpful for pupils with anxiety/trauma triggers around public correction.
Tags
Sources
Used in
Behaviour Matrix
- Interrupt & Redirect Chatting during teacher talk / instruction
Related strategies
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Tactical ignoring + spotlight compliance
Starve minor attention-seeking while reinforcing the norm.
Positive narration (describe success as it happens)
Pull attention towards the behaviour you want, making the ‘right way’ visible and normal.
Describe–Direct–Disengage (3D correction script)
Correct quickly without emotion or escalation: state behaviour, give direction, then move on.
Distraction removal with dignity (quietly remove the trigger)
Remove a concrete distraction without turning it into a confrontation.
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.