Use consistent ‘calm correction tone’ as a teacher habit (non-escalation default)
Aim (what it achieves)
Reduce escalation by making your default tone predictable, calm, and respectful.
When to use
Always; especially with pupils who escalate quickly or feel singled out.
How to use (steps)
Teacher language (examples)
“That’s not it—do this.” “Thank you.”
Top tips (makes it work)
Practise scripts; breathe; separate emotion from instruction.
Common pitfalls
Matching pupil emotion; sarcasm; public power struggles.
SEND/PP considerations
SEND/PP pupils may misread tone; calm consistency reduces threat perception and improves compliance.
Tags
Sources
Used in
Behaviour Matrix
- Prevent Low-level defiance / arguing / ‘No’ (mild)
Related strategies
Meet and greet (warm start, high expectations)
Improve readiness and reduce escalation by starting with connection and clarity.
Teach expectations as ‘why it matters’ (learning benefit)
Increase buy-in by linking expectations to learning, not control.
Plan predictable micro-breaks (short reset moments for all)
Prevent dysregulation and restlessness that turns into disruption.
Reduce environmental ‘friction’ (clutter, noise, sensory overload)
Lower background stressors that can trigger behaviour—especially for SEND/PP.
Teach self-monitoring (simple target + quick check-ins)
Build pupil ownership so behaviour improves without constant teacher correction.
Use proactive relationship ‘micro-moments’ (brief, genuine connection)
Increase cooperation and reduce perceived hostility by banking trust outside conflict moments.