Meet and greet (warm start, high expectations)
Aim (what it achieves)
Improve readiness and reduce escalation by starting with connection and clarity.
When to use
At the door; particularly for unsettled classes or students with history of conflict.
How to use (steps)
Teacher language (examples)
“Good to see you—straight into the starter.”
Top tips (makes it work)
Be consistent; keep it brief; use it to spot dysregulation early.
Common pitfalls
Long conversations at the door; inconsistent greetings; letting the entry drift.
SEND/PP considerations
SEND/PP students often arrive dysregulated—this is a low-effort regulation support.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Builds predictable routines before disruption.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Vulnerability
May be especially relevant for:
Sources
Used in
Common Behaviour Issues (Behaviour Hub)
- Proactively Prevent Slow starts / dawdling transitions
- Proactively Prevent Low-level defiance / arguing / 'No' (mild)
- Proactively Prevent Attention seeking / clowning / minor disruption
Related strategies
Teach self-monitoring (simple target + quick check-ins)
Build student ownership so behaviour improves without constant teacher correction.
Consistent lesson structure (predictable phases)
Reduce anxiety and friction by making the lesson flow predictable.
Clarity-first instructions (one step at a time)
Prevent ‘instruction failure’ turning into behaviour problems.
Teach expectations as ‘why it matters’ (learning benefit)
Increase buy-in by linking expectations to learning, not control.
Build in visible checkpoints (mini-deadlines + quick checks)
Reduce drifting/off-task behaviour by making progress expectations frequent and visible.
Plan ‘high-probability’ starts (easy first step to build momentum)
Reduce refusal and avoidance by making the first action very achievable.