Coaching pairs (RallyCoach-style: one solves, one coaches)
Aim (what it achieves)
Improves on-task behaviour by giving each pupil a clear role; reduces copying and increases productive talk.
When to use
Practice phases (maths, writing, problem solving); when pupils drift or chat; when you want structured peer support.
How to use (steps)
Teacher language (examples)
“Solver: do the next step. Coach: point to the steps and ask, ‘What’s next?’” “Swap roles after each question.”
Top tips (makes it work)
Give the coach a checklist of prompts. Keep questions short to allow frequent swaps. Teach ‘coach tone’ (calm, kind, specific).
Common pitfalls
Letting the coach simply give answers. Pairing pupils who trigger each other. Allowing ‘banter’ to replace coaching.
SEND/PP considerations
Supports SEND pupils through guided prompts without adult dependence. Use universal sentence stems (‘Check the sign…’, ‘What’s the first step?’). Monitor pairs closely where peer dynamics are fragile.
Tags
Sources
Used in
Behaviour Matrix
- Prevent Chatting during independent work
- Prevent Work avoidance / blank page / ‘I can’t’
Ordinarily Available Practice
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.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
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.
Active participation planning (frequent responses)
Increase engagement to reduce off-task behaviour and calling out.