#Work avoidance
38 strategies tagged with Work avoidance
Showing 38 strategies
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.
Build a ‘help protocol’ (how to get help without disruption)
Reduce calling out and work avoidance by teaching a predictable help routine.
Plan ‘first success’ (easy start ramp)
Reduce avoidance and disruption by making the first task step accessible.
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.
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 ‘high-probability’ starts (easy first step to build momentum)
Reduce refusal and avoidance by making the first action very achievable.
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.
Plan ‘checks for understanding’ to prevent frustration-driven disruption
Catch confusion early so pupils don’t act out to escape difficult work.
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.
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.
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.
Micro-choice (bounded options)
Prevent escalation by giving controlled choice without lowering expectations.
Early check-in prompt (prevent avoidance turning into disruption)
Stop work avoidance early by removing the first barrier.
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.
Positive narration (describe success as it happens)
Pull attention towards the behaviour you want, making the ‘right way’ visible and normal.
Work-support redirect (remove the ‘stuck’ barrier fast)
Turn ‘off-task’ into ‘on-task’ by quickly removing a learning barrier that’s driving behaviour.
Micro-deadlines (start now + short timer)
Increase task initiation and reduce drifting by making the next step time-bound.
Emotion + direction (validate briefly, then move to the next step)
De-escalate while keeping the boundary: acknowledge feeling, then direct behaviour.
‘First, then’ micro-step (reduce overwhelm)
Move pupils into action by shrinking the demand to the first doable step.
‘Same expectation, different route’ (alternative compliance path)
Maintain the boundary while offering a non-confrontational way to comply.
Emotion coaching (name–validate–limit–plan)
Help pupils regulate so they can re-enter learning.
Collaborative problem solving (Plan B meeting)
Solve recurring problems by identifying triggers and lagging skills.
Home–school communication (partnership framing)
Reduce repeat issues by aligning adults and avoiding blame narratives.
Post-incident learning plan (one target for next lesson)
Turn incidents into a practical improvement plan rather than a grudge.
Brief reflection prompts (forward-looking)
Help pupils learn from incidents without shame.
Success-first restart (rebuild competence before demand)
Reduce avoidance and defiance by giving an immediate, achievable success that re-engages the student with learning.
Trigger mapping (simple ABC debrief)
Identify patterns so you can prevent repeats (antecedent → behaviour → consequence) without blaming the pupil.
After-sanction learning repair (catch-up the missed learning)
Reduce future disruption by repairing the learning gap that often drives avoidance and acting-out.
Pre-correct next pressure point (after an incident)
Prevent recurrence by privately preparing the pupil for the exact moment they previously struggled with.
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