Low level disruption in classes is the death knell for most lessons. Children, particularly in primary, need to know (and feel, and understand) what you are expecting of them. If you are explaining and modelling something, the T needs to be able to scan the room, look at work,

ask questions of pupils make assessments. This is practically impossible if they have to stop every few minutes to address low level noise, tapping, chatting, rocking on chairs, shouting out. Schools use different ways to address this, but practically all do, because they know

how vital it is. It doesn’t mean we hate children, it doesn’t mean we are draconian. It’s means we respect everyone enough to give them the best education we can. It respects the teacher (the most knowledgeable in the classroom) and peers can demonstrate respect to each other, by

allowing them to work in surroundings that are conducive to learning. Do they chat? Yes. Do they do group work? Yes. Do they do practical activities? Yes. But only once the teacher knows they can get them back easily and quickly to ‘neutral’. Teachers know their SEN learners and

know which will struggle with eye-contact, listening for longer periods of time or interacting with others in unstructured times, they should be provided with resources & strategies they can manage, while slowly increasing towards the whole class expectations. It needs to be

modelled repeatedly, consistent and fair. That’s because we
don’t assume that children can’t change or won’t change,everyone can do better than before, including pupils, staff and myself.