#Chatting
34 strategies tagged with Chatting
Showing 34 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.
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.
Positive attention to best conduct (set the norm)
Shift class attention towards expected behaviour without lecturing.
Teach expectations as ‘why it matters’ (learning benefit)
Increase buy-in by linking expectations to learning, not control.
Teach voice levels and talk norms (when to talk, how loud, with whom)
Prevent ‘noise creep’ and low-level disruption by making acceptable talk explicit.
Pre-teach collaboration norms (roles, turn-taking, disagreement rules)
Reduce peer friction and off-task talk by teaching ‘how to work together’.
Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Prevent predictable low-level issues by reminding pupils what success looks like before it happens.
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.
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.
Coaching pairs (RallyCoach-style: one solves, one coaches)
Improves on-task behaviour by giving each pupil a clear role; reduces copying and increases productive talk.
Structured round of contributions (RoundRobin / RoundTable with timing)
Prevents calling out and dominance by giving an orderly participation sequence; increases fairness felt.
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Non-verbal signals (silent reminders)
Correct behaviour privately and quickly.
Pause and scan (hold the space)
Use calm silence to reset attention and stop chatter spreading.
Least invasive intervention ladder
Match the smallest effective response to the behaviour.
Take-up time (instruction, then step away)
Increase compliance by removing the ‘audience’ and pressure.
Positive framing (correct while staying on their side)
Hold the boundary while preserving relationship and motivation.
Tactical ignoring + spotlight compliance
Starve minor attention-seeking while reinforcing the norm.
Procedural seat change (quiet reset)
Break patterns (peer friction, chatting) without confrontation.
Reset the room (10–20 second whole-class reset)
Stop ‘spread’ of chatter and restore calm without drama.
Structured talk control (start/stop, roles, time)
Allow talk for learning without it turning into noise.
Attention signal + countdown
Regain whole-class attention quickly and predictably.
Private correction (quiet ‘side script’)
Correct behaviour without creating a public confrontation.
Prompt with a question (self-correction)
Encourage pupils to correct themselves without a battle.
Behaviour-specific acknowledgement (brief, factual)
Reinforce compliance quickly and strengthen the norm.
Pre-correction (prime expectations before the moment)
Prevent predictable slip-ups by reminding pupils of the expected behaviour right before a high-risk moment.
Anonymous group correction (reset without naming)
Correct widespread low-level disruption without triggering a public ‘battle’ with an individual.
Describe–Direct–Disengage (3D correction script)
Correct quickly without emotion or escalation: state behaviour, give direction, then move on.
Planned proximity ‘split’ (separate a pair without confrontation)
Stop peer-driven disruption by breaking proximity subtly.
Private ‘micro-conference’ (30–60 seconds, then back to teaching)
Solve the immediate issue quickly and reset the pupil without disrupting the lesson.
Re-state expectation once (no multiple warnings)
Reduce ‘nagging’ cycles and make directions meaningful.
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.
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