Turn-taking tokens as a volume reset (Talking Chips as intervention)
Aim (what it achieves)
Reduces noisy or argumentative group talk by making turns limited and explicit, lowering volume and pace.
When to use
During group work when volume rises; when pupils talk over each other; when peer friction is brewing.
How to use (steps)
Teacher language (examples)
“For the next 3 minutes, one chip each—use it when you speak.” “Low voice. One sentence turns.”
Top tips (makes it work)
Frame it as a reset, not a punishment. Time-box it. Praise groups who adopt a calmer pace quickly.
Common pitfalls
Over-explaining (kills momentum). Letting tokens become a game. Not intervening when turns become sarcastic/unkind.
SEND/PP considerations
Protects vulnerable pupils from being shouted down. Start with pairs if group dynamics are fragile. Provide stems so turns are purposeful, not performative.
Tags
Sources
Used in
Behaviour Matrix
- Interrupt & Redirect Peer friction / bickering / low-level conflict
Related strategies
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding pupils of the expected behaviour right before a high-risk moment.
Structured talk control (start/stop, roles, time)
Allow talk for learning without it turning into noise.
Calling-out response: redirect to participation routine
Reduce calling out while keeping participation high.
Non-verbal ‘help’ and ‘permission’ signals (redirect without noise)
Reduce calling out and wandering by giving pupils a quiet, predictable way to get what they need.
‘Audience control’ (keep the class learning while you correct one pupil)
Prevent one pupil’s behaviour from becoming a class event.
30‑second structured partner reset (re-engage without confrontation)
Shifts a drifting or chatty class back to learning by giving talk a short, controlled purpose and a clear stop.