#Calling out
18 strategies tagged with Calling out
Showing 18 strategies
Teach routines explicitly (model–practise–feedback)
Build predictable behaviour by teaching routines like curriculum content.
Active participation planning (frequent responses)
Increase engagement to reduce off-task behaviour and calling out.
Build a ‘help protocol’ (how to get help without disruption)
Reduce calling out and work avoidance by teaching a predictable help routine.
Teach an attention routine (signal → silence → eyes on speaker)
Create a fast, predictable way to secure attention without repeated verbal reminders.
Establish predictable ‘help before stuck’ rule (ask, attempt, signal)
Prevent stuckness turning into off-task behaviour by making help-seeking routine and quiet.
Structured partner talk with turn-taking (Timed Pair Share / RallyRobin)
Channels chatter into purposeful academic talk so noise is predictable, participation is fair, and attention returns to the teacher cleanly.
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.
Whole-class accountability for group answers (Numbered Heads Together)
Keeps all pupils engaged because anyone may be asked to answer; reduces off-task behaviour and social loafing.
Turn-taking control for group talk (Talking Chips / equal turns)
Prevents domination, shouting over others, and peer conflict by making turn-taking visible and fair.
Structured round of contributions (RoundRobin / RoundTable with timing)
Prevents calling out and dominance by giving an orderly participation sequence; increases fairness felt.
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Clear ‘what to do’ direction (observable)
Turn ‘stop it’ into a clear next action.
Calling-out response: redirect to participation routine
Reduce calling out while keeping participation high.
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding pupils of the expected behaviour right before a high-risk moment.
Work-support redirect (remove the ‘stuck’ barrier fast)
Turn ‘off-task’ into ‘on-task’ by quickly removing a learning barrier that’s driving behaviour.
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.
Turn-taking tokens as a volume reset (Talking Chips as intervention)
Reduces noisy or argumentative group talk by making turns limited and explicit, lowering volume and pace.
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