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 pupils 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 pupils often arrive dysregulated—this is a low-effort regulation support.
Tags
Sources
Used in
Behaviour Matrix
- Prevent Slow starts / dawdling transitions
- Prevent Low-level defiance / arguing / ‘No’ (mild)
- Prevent Attention seeking / clowning / minor disruption
Related strategies
Teach self-monitoring (simple target + quick check-ins)
Build pupil 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.