#Universal (OAP)
47 strategies tagged with Universal (OAP)
Showing 47 strategies
Teach routines explicitly (model–practise–feedback)
Build predictable behaviour by teaching routines like curriculum content.
Consistent lesson structure (predictable phases)
Reduce anxiety and friction by making the lesson flow predictable.
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.
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.
Pre-correct the ‘risky moment’
Prevent known problems by reminding expectations just before the trigger.
Meet and greet (warm start, high expectations)
Improve readiness and reduce escalation by starting with connection and clarity.
Build a ‘help protocol’ (how to get help without disruption)
Reduce calling out and work avoidance by teaching a predictable help routine.
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 expectations as ‘why it matters’ (learning benefit)
Increase buy-in by linking expectations to learning, not control.
Plan ‘first success’ (easy start ramp)
Reduce avoidance and disruption by making the first task step accessible.
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.
Build in visible checkpoints (mini-deadlines + quick checks)
Reduce drifting/off-task behaviour by making progress expectations frequent and visible.
Provide universal task scaffolds (checklists / step cards for everyone)
Lower cognitive load so ‘I don’t know’ doesn’t become avoidance or disruption.
Dual-code key instructions (say it + show it)
Reduce ‘instruction failure’ by supporting memory and processing for all pupils.
Plan ‘no-dead-time’ material movement (distribution/collection routines)
Prevent low-level disruption that starts in dead time and bottlenecks.
Pre-teach collaboration norms (roles, turn-taking, disagreement rules)
Reduce peer friction and off-task talk by teaching ‘how to work together’.
Use ‘preview–do–review’ lesson framing (what/why/how + reflect)
Increase buy-in and reduce resistance by making lesson purpose and route clear.
Normalise error and struggle (safe mistakes culture)
Reduce avoidance, shutdown and ‘attitude’ driven by fear of failure.
Plan predictable micro-breaks (short reset moments for all)
Prevent dysregulation and restlessness that turns into disruption.
Reduce environmental ‘friction’ (clutter, noise, sensory overload)
Lower background stressors that can trigger behaviour—especially for SEND/PP.
Use ‘pre-correction’ before transitions (remind + rehearse expectations)
Prevent predictable low-level issues by reminding pupils what success looks like before it happens.
Teach self-monitoring (simple target + quick check-ins)
Build pupil ownership so behaviour improves without constant teacher correction.
Plan ‘high-probability’ starts (easy first step to build momentum)
Reduce refusal and avoidance by making the first action very achievable.
Use proactive relationship ‘micro-moments’ (brief, genuine connection)
Increase cooperation and reduce perceived hostility by banking trust outside conflict moments.
Establish predictable ‘help before stuck’ rule (ask, attempt, signal)
Prevent stuckness turning into off-task behaviour by making help-seeking routine and quiet.
Teach ‘re-entry’ routine after absence or removal (fresh start protocol)
Reduce repeat incidents by giving pupils a clear, dignified route back into learning.
Teach ‘ready to learn’ setup (books out, equipment, posture, eyes)
Prevent repeated reminders by making readiness a taught, rehearsed routine.
Plan ‘checks for understanding’ to prevent frustration-driven disruption
Catch confusion early so pupils don’t act out to escape difficult work.
Use consistent ‘calm correction tone’ as a teacher habit (non-escalation default)
Reduce escalation by making your default tone predictable, calm, and respectful.
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.
Confidence ladder: Team–Pair–Solo
Reduces work avoidance and disruption by building structured support that fades to independence.
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.
Behaviour-specific acknowledgement (brief, factual)
Reinforce compliance quickly and strengthen the norm.
Consistency calibration (shared scripts + thresholds)
Reduce teacher-to-teacher variation that drives SEND/PP sanction gaps.
Rehearse the routine (redo it the right way)
Build habits by practising the expected behaviour (rather than only talking about it).
Repair contract (one-page ‘next time’ agreement)
Create shared clarity on what will happen next time, reducing argument and ambiguity for repeat issues.
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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