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 Ofsted's Below the radar findings 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: Rapport chat.
Input: Explain that most pupils underestimate how often call-outs happen, this session is about honest noticing, not blame.
Activity: Pupil predicts a personal tally for a recent lesson, then compares with a teacher-completed tally if available, or does a live tally during a short observed task.
Reflect: Was the real number higher or lower than expected? Agree to self-tally in one lesson this week.
Watch for: Present the gap between prediction and reality neutrally, it's a common and useful surprise, not a moment to embarrass the pupil.
Parent/carer take-home: Notice together, without judgement, one moment this week the pupil spoke over someone at home, just noticing, not correcting.
Objective: Pupil can explain a simple stop-think-choose technique in the pupil's own words.
Check-in: Review the self-tally.
Input: Teach a simple impulse-control routine: pause, notice the urge to speak, and choose a response.
Activity: Practise with quick-fire prompts where the pupil has to resist calling out an answer and instead use a hand signal.
Reflect: What's the moment right before you call out, what does that feel like?
Watch for: Impulse control is a skill that needs repetition, don't expect mastery this session, just recognition of the pause point.
Parent/carer take-home: Practise 'pause, notice, choose' with a fun game at home, like waiting your turn to answer a question.
Objective: Pupil has an agreed alternative signal for getting the teacher's attention.
Check-in: Review how 'pause, notice, choose' went this week.
Input: Introduce alternative attention-getting strategies: hand up, a name card on the desk, or an agreed non-verbal signal with the teacher.
Activity: Role-play using the chosen signal in a simulated lesson scenario; agree the specific version with input from the pupil's class teacher if possible.
Reflect: Which signal do you feel most comfortable using?
Watch for: The system only works if the class teacher consistently responds to it, check this is set up before the pupil relies on it.
Parent/carer take-home: Agree a home version of the pupil's signal, a hand up or a word, for when the pupil wants your attention while you're busy.
Objective: Pupil can use the agreed signal across at least one real lesson, tracked with a self-monitoring chart.
Check-in: Review use of the signal so far.
Input: Introduce a simple self-monitoring chart where the pupil rates self-control each lesson on a 1–5 scale.
Activity: Practise completing the chart together using a recent example, then agree which lessons to track this week.
Reflect: What would help you remember to use the chart?
Watch for: Self-monitoring is most effective when paired with brief, positive teacher feedback, loop in the class teacher where possible.
Parent/carer take-home: Ask the pupil to rate how control felt in one moment this week, out of 5, just like the school chart.
Objective: Pupil has an agreed, ongoing self-monitoring system shared with the class teacher.
Check-in: Compare to the Week 1 baseline tally.
Input: Recap the course: noticing, the impulse-control technique, the signal, and self-monitoring.
Activity: Finalise the self-monitoring chart as an ongoing classroom tool and agree a simple reward or feedback loop with the teacher.
Reflect: What's the one strategy you're most likely to keep using?
Watch for: Agree a review date to check whether the classroom system is still being used and is still effective.
Parent/carer take-home: Ask what's helped most from the pupil's chart, and mention you're proud of the effort, not just the result.