Use proactive relationship ‘micro-moments’ (brief, genuine connection)
Aim (what it achieves)
Increase cooperation and reduce perceived hostility by banking trust outside conflict moments.
When to use
Before/after lesson; during circulation; in corridors; after a tough day.
How to use (steps)
Teacher language (examples)
“How did the match go?” “Good to see you—let’s have a strong start.”
Top tips (makes it work)
Keep it genuine; short; do it for all, not favourites.
Common pitfalls
Only speaking to students when correcting; forced humour; over-sharing.
SEND/PP considerations
Especially important for SEND/PP who may experience repeated correction; reduces ‘teacher hates me’ narratives.
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
Related strategies
Teach ‘re-entry’ routine after absence or removal (fresh start protocol)
Reduce repeat incidents by giving students a clear, dignified route back into learning.
Deliberate botheredness
Build warm, professional relationships through consistent daily actions so students feel noticed, respected, and more willing to meet expectations.
Plan predictable micro-breaks (short reset moments for all)
Prevent dysregulation and restlessness that turns into disruption.
Reduce environmental ‘friction’ (clutter, noise, sensory overload)
Lower background stressors that can trigger behaviour—especially for SEND/PP.
Use consistent ‘calm correction tone’ as a teacher habit (non-escalation default)
Reduce escalation by making your default tone predictable, calm, and respectful.