Plan ‘high-probability’ starts (easy first step to build momentum)
Aim (what it achieves)
Reduce refusal and avoidance by making the first action very achievable.
When to use
At lesson start; after disruption; when pupils are anxious or disengaged.
How to use (steps)
Teacher language (examples)
“First step: write the date and title.” “Good—now line 1.”
Top tips (makes it work)
Keep it genuine (not babyish); make the first step quick but meaningful.
Common pitfalls
Starting with too much; using first step as ‘busy work’ unrelated to learning.
SEND/PP considerations
Supports SEND/PP by reducing overwhelm; improves initiation for executive function needs.
Tags
Sources
Used in
Ordinarily Available Practice
Related strategies
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Build in visible checkpoints (mini-deadlines + quick checks)
Reduce drifting/off-task behaviour by making progress expectations frequent and visible.
Use ‘preview–do–review’ lesson framing (what/why/how + reflect)
Increase buy-in and reduce resistance by making lesson purpose and route clear.
Normalise error and struggle (safe mistakes culture)
Reduce avoidance, shutdown and ‘attitude’ driven by fear of failure.
Think–Write–Pair–Share (processing time for all)
Reduces calling out and avoidance by building in private thinking time before talk; improves confidence and quality of responses.
Confidence ladder: Team–Pair–Solo
Reduces work avoidance and disruption by building structured support that fades to independence.