Lesson 3 of 7 · 6 min · 8-card deck

Stopping low-level disruption

Proximity, pause, name, redirect — escalate slowly and calmly.

Low-level disruption — calling out, off-task chat, fiddling, distracting others — eats more learning time than any other behaviour issue. The least effective response is to escalate immediately to sanctions; the most effective is a calibrated, low-key sequence that handles 90% of incidents without drama.

The classic ladder is: non-verbal (a look, proximity, a pause in talking until eyes return) → verbal reminder (quiet, by name, of the expectation) → second reminder with named consequence ('if I see you turn around again, that's a detention') → consequence applied calmly. Each step gives the pupil a chance to self-correct.

Active recall flashcards

Work through every card. Try to answer in your head before flipping — the act of retrieving is what builds durable memory.

Card 1 of 80 understood

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Practice scenario

A pupil keeps turning to chat. The teacher pauses briefly and looks at him (non-verbal). He stops, then starts again. She walks over and says quietly: 'Eyes forward please, last reminder before a detention'. He stops for the rest of the lesson. The whole episode lasts 30 seconds, with no one else in the class noticing.

Try this in your classroom

Use the least intrusive correction that will work.
Correct quietly and close, not loudly across the room.
Keep your voice low and your face calm — model what you want.
Always follow through on a stated consequence — credibility depends on it.