Distraction removal with dignity (quietly remove the trigger)
Aim (what it achieves)
Remove a concrete distraction without turning it into a confrontation.
When to use
When a pupil is fiddling with an object, phone case, pen toys, notes, etc. (not a policy trigger item).
How to use (steps)
Teacher language (examples)
“Pop that here for now — you can have it back at the end.”
Top tips (makes it work)
Stay neutral; make it predictable. Don’t debate in front of peers.
Common pitfalls
Snatching; making it public; inconsistent follow-through.
SEND/PP considerations
Useful for ADHD/sensory needs if you offer an alternative (e.g., approved item) as ordinary practice.
Tags
Sources
Used in
Behaviour Matrix
- Interrupt & Redirect Off-task / fiddling / low-level distraction
- Interrupt & Redirect Disorganisation / missing equipment / dead time
Related strategies
Anonymous group correction (reset without naming)
Correct widespread low-level disruption without triggering a public ‘battle’ with an individual.
Positive narration (describe success as it happens)
Pull attention towards the behaviour you want, making the ‘right way’ visible and normal.
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Tactical ignoring + spotlight compliance
Starve minor attention-seeking while reinforcing the norm.
Describe–Direct–Disengage (3D correction script)
Correct quickly without emotion or escalation: state behaviour, give direction, then move on.
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.