Tier 1 · Universal
Proximity and nonverbal cues
Redirect quietly by moving closer, making eye contact, or using a prearranged signal.
How to do it
- Move around the room as you teach so proximity doesn’t feel like a punishment.
- When you notice minor misbehaviour, move towards the student while continuing to teach.
- Add a nonverbal cue if needed: eye contact, a tap on the desk, pointing to the task.
- Agree on a private signal with students who need frequent reminders.
- Acknowledge the student quietly when they get back on track.
Why it works
- Redirects without stopping instruction
- Avoids public confrontations and power struggles
- Keeps the student’s dignity intact
When to use it
- Minor off-task behaviour or side conversations
- Early in a pattern, before it escalates
- With students who react badly to public correction
Tips and pitfalls
- Avoid hovering once the student is back on task.
- Some students with trauma histories may find sudden proximity threatening. Approach from the side and keep it calm.
Helps with
Not working after a fair trial?
Check that it’s been used consistently for 4–6 weeks and that your data shows the pattern. If so, look at the next tier of support for this behaviour.
Tier 2 · Targeted