Think–Write–Pair–Share (processing time for all)
Aim (what it achieves)
Reduces calling out and avoidance by building in private thinking time before talk; improves confidence and quality of responses.
When to use
Before questions, debate, or pair talk; when pupils are impulsive, anxious, or quick to say ‘I don’t know’.
How to use (steps)
Teacher language (examples)
“No hands yet—think… now write one sentence.” “Now share with your partner: 20 seconds each.”
Top tips (makes it work)
Writing first is the key—don’t skip it. Collect 2–3 strong examples to read out. Use the writing as evidence if pupils claim they were ‘listening’.
Common pitfalls
Rushing the think/write phase. Letting pair talk become social chat. Only taking volunteers (leaves passengers).
SEND/PP considerations
Supports pupils with slower processing and working-memory challenges. Provide word banks/sentence starters to all. Allow bullet points or diagrams where appropriate (universal).
Tags
Sources
Used in
Behaviour Matrix
- Prevent Chatting during independent work
Related strategies
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.
Confidence ladder: Team–Pair–Solo
Reduces work avoidance and disruption by building structured support that fades to independence.
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.
Build a ‘help protocol’ (how to get help without disruption)
Reduce calling out and work avoidance by teaching a predictable help routine.