Teach self-monitoring (simple target + quick check-ins)
Aim (what it achieves)
Build pupil ownership so behaviour improves without constant teacher correction.
When to use
When a pupil (or class) repeats a low-level behaviour; after routines are taught.
How to use (steps)
Teacher language (examples)
“Your target is: start within 30 seconds.” “Self-check now: yes or not yet?”
Top tips (makes it work)
Keep targets small; link to success; review privately where possible.
Common pitfalls
Too many targets; turning it into punishment; inconsistent check-ins.
SEND/PP considerations
Helpful for ADHD/executive function; ensure it stays supportive, not shaming.
Tags
Sources
Used in
Behaviour Matrix
- Prevent Off-task / fiddling / low-level distraction
- Prevent Attention seeking / clowning / minor disruption
Ordinarily Available Practice
Related strategies
Consistent lesson structure (predictable phases)
Reduce anxiety and friction by making the lesson flow predictable.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Meet and greet (warm start, high expectations)
Improve readiness and reduce escalation by starting with connection and clarity.
Build in visible checkpoints (mini-deadlines + quick checks)
Reduce drifting/off-task behaviour by making progress expectations frequent and visible.
Make success visible (worked example + success criteria)
Reduce avoidance by showing what good looks like and how to start.
Vocabulary access for all (glossary / pre-teach)
Remove language barriers that cause disengagement and misbehaviour.