Private ‘micro-conference’ (30–60 seconds, then back to teaching)
Aim (what it achieves)
Solve the immediate issue quickly and reset the pupil without disrupting the lesson.
When to use
When repeated low-level behaviour continues despite quick cues.
How to use (steps)
Teacher language (examples)
“What are you meant to be doing right now? Good — start with Q1. I’ll check in two minutes.”
Top tips (makes it work)
Keep it under a minute. End with a clear next step.
Common pitfalls
Turning it into a long chat; sounding accusatory; doing it publicly.
SEND/PP considerations
For SEND pupils, keep questions concrete and non-abstract. Avoid ‘why’ if it triggers shutdown.
Tags
Sources
Used in
Behaviour Matrix
- Interrupt & Redirect Chatting during independent work
Related strategies
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Describe–Direct–Disengage (3D correction script)
Correct quickly without emotion or escalation: state behaviour, give direction, then move on.
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Take-up time (instruction, then step away)
Increase compliance by removing the ‘audience’ and pressure.
Positive framing (correct while staying on their side)
Hold the boundary while preserving relationship and motivation.