Teach voice levels and talk norms (when to talk, how loud, with whom)
Aim (what it achieves)
Prevent ‘noise creep’ and low-level disruption by making acceptable talk explicit.
When to use
Start of year; before paired work; whenever noise levels rise.
How to use (steps)
Teacher language (examples)
“This is Level 1: partner only.” “Reset to Level 0 in 3…2…1.”
Top tips (makes it work)
Give a clear ‘talk window’ and a clear ‘stop’ signal; scan and praise.
Common pitfalls
Leaving talk boundaries vague; correcting only when it’s too late.
SEND/PP considerations
Some SEND pupils struggle with volume monitoring—use simple visuals and specific reminders; avoid public calling-out.
Tags
Sources
Used in
Behaviour Matrix
- Prevent Calling out / interrupting
Related strategies
Planned circulation (active supervision path)
Prevent low-level disruption by being present where it starts.
Seat for success (visibility, support, low friction)
Reduce predictable flashpoints by thoughtful seating and room layout.
Pre-correct the ‘risky moment’
Prevent known problems by reminding expectations just before the trigger.
Positive attention to best conduct (set the norm)
Shift class attention towards expected behaviour without lecturing.
Pre-teach collaboration norms (roles, turn-taking, disagreement rules)
Reduce peer friction and off-task talk by teaching ‘how to work together’.
Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Prevent predictable low-level issues by reminding pupils what success looks like before it happens.