#Noise
29 strategies tagged with Noise
Showing 29 strategies
Pre-correct the ‘risky moment’
Prevent known problems by reminding expectations just before the trigger.
Positive attention to best conduct (set the norm)
Shift class attention towards expected behaviour without lecturing.
Resource readiness (remove dead time)
Reduce transition chaos by ensuring resources and instructions are ready before pupils move.
Teach an attention routine (signal → silence → eyes on speaker)
Create a fast, predictable way to secure attention without repeated verbal reminders.
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.
Plan ‘no-dead-time’ material movement (distribution/collection routines)
Prevent low-level disruption that starts in dead time and bottlenecks.
Plan predictable micro-breaks (short reset moments for all)
Prevent dysregulation and restlessness that turns into disruption.
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.
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.
Proximity and presence
Stop low-level disruption without breaking teaching flow.
Pause and scan (hold the space)
Use calm silence to reset attention and stop chatter spreading.
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.
Calling-out response: redirect to participation routine
Reduce calling out while keeping participation high.
Attention signal + countdown
Regain whole-class attention quickly and predictably.
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.
Positive narration (describe success as it happens)
Pull attention towards the behaviour you want, making the ‘right way’ visible and normal.
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.
Describe–Direct–Disengage (3D correction script)
Correct quickly without emotion or escalation: state behaviour, give direction, then move on.
Distraction removal with dignity (quietly remove the trigger)
Remove a concrete distraction without turning it into a confrontation.
Re-state expectation once (no multiple warnings)
Reduce ‘nagging’ cycles and make directions meaningful.
Rehearse the routine (30 seconds practice, then continue)
Fix a recurring low-level issue by practising the expected routine immediately and neutrally.
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.
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.
Structured movement reset (Stand–Pair–Return)
Resets attention and energy using controlled movement, preventing escalation from restlessness or low-level disruption.
Rebuild after peer conflict (separate, repair, plan)
Restore safety and learning after low-level peer friction.
Repair with the class (restore safety after disruption)
Re-establish a calm learning climate when one incident has unsettled the whole room.
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