This module uses self-monitoring and impulse-control techniques consistent with EEF guidance on personalised, low-key behaviour supports such as daily report cards, which have good evidence for reducing disruptive behaviour. It also responds directly to the findings of Ofsted's 2014 report Below the radar on the cumulative cost of low-level disruption to learning time, and to the DfE's Behaviour in Schools expectation that low-level disruption is addressed early and consistently rather than allowed to become routine.
Objective: Pupil can estimate, then compare to a real tally, how often the pupil calls out or talks in a lesson.
Check-in: 1. Rapport chat first — something unrelated to lessons. 2. Ask: 'how has the week gone in the lessons you find hardest?' 3. Do not open with the calling out; you need them talking freely first. 4. Say what happens to what they tell you: you keep notes, and the plan at the end goes to staff they agree to. If something worries you about their safety you have to pass it on, and you would tell them who to.
Input: 1. Explain that most pupils underestimate how often they call out, and that is normal. 2. Ask: 'how many times do you reckon you called out last lesson?' Whatever they say, counting is for noticing, not trouble. 3. Agree which lessons they will count in. 4. Agree who else knows about it — usually just the class teacher.
Activity: 1. Ask: 'how many times do you think you called out in your last lesson?' Write their guess on the tally card. 2. Show the real tally from the teacher if you have one, or run a short task here and count together. 3. Compare the two numbers side by side. 4. Keep it matter-of-fact — the number is information, not a telling-off.
Reflect: 1. Ask: 'was the real number higher or lower than you thought?' 2. Pupil picks one lesson this week to count themselves, and marks it on the card.
Watch for: Present the gap between prediction and reality neutrally, it is a common and useful surprise, not a moment to embarrass the pupil.
Parent/carer take-home: Notice together, without judgement, one moment this week they spoke over someone at home. Just noticing, not correcting.
You're seeing week 1 in full. The remaining 5 sessions, along with the printable resource packs, are available once you have an account.
Schools can start a free three-week pilot with up to 3 mentor seats and 10 pupils. No card required.