Non-verbal ‘help’ and ‘permission’ signals (redirect without noise)
Aim (what it achieves)
Reduce calling out and wandering by giving pupils a quiet, predictable way to get what they need.
When to use
When pupils call out, hover, or wander to ask questions; during independent work.
How to use (steps)
Teacher language (examples)
“Use the help signal. I’ll come to you.”
Top tips (makes it work)
Consistency matters: if you ignore the signal, pupils revert to calling out.
Common pitfalls
Introducing signals but not responding; too many signals; unclear thresholds.
SEND/PP considerations
Supports pupils with anxiety or attention needs who struggle to wait or to speak appropriately. Keep it simple and visual.
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.
Pause and scan (hold the space)
Use calm silence to reset attention and stop chatter spreading.
Clear ‘what to do’ direction (observable)
Turn ‘stop it’ into a clear next action.
Reset the room (10–20 second whole-class reset)
Stop ‘spread’ of chatter and restore calm without drama.
Calling-out response: redirect to participation routine
Reduce calling out while keeping participation high.
Attention signal + countdown
Regain whole-class attention quickly and predictably.