Micro-mentoring check-in (5 minutes weekly)
Aim (what it achieves)
Stabilise behaviour by giving a predictable adult connection and a simple goal review loop.
When to use
For students with repeat low-level issues across multiple lessons; when classroom strategies alone aren’t shifting the pattern.
How to use (steps)
Teacher language (examples)
“This week’s focus is (one thing). What will help you do that? I’ll check in Friday.”
Top tips (makes it work)
Keep it light and reliable; one goal; celebrate small wins; coordinate with tutors/pastoral.
Common pitfalls
Turning it into counselling; adding too many goals; inconsistency (‘forgetting’ meetings).
SEND/PP considerations
Predictable connection is protective for PP/SEND students who struggle with belonging. Keep expectations firm; avoid ‘excusing’ behaviour.
Useful for these SEND needs
Relevant SEND Needs
Why this strategy helps
- Restores trust and readiness after incidents.
- Reduces cognitive load and supports completion.
- Supports regulation and relational safety.
Universal SEND-friendly: Yes
SEND-targeted: No
Tags
Vulnerability
May be especially relevant for:
Sources
- Practice-based
- mentoring/check-in systems
- documents.hants.gov.uk
- southampton.gov.uk
Related strategies
Two-minute re-entry plan (after removal / buddy room)
Re-establish a calm working relationship and a clear first step so the student can rejoin learning without a ‘fresh conflict’.
Connect then correct (brief repair after correction)
Prevent resentment and ‘teacher hates me’ narratives after a boundary.
Restorative micro-conversation (3 questions)
Repair harm and restore learning relationships quickly.
Re-entry script (fresh start + first step)
Reintegrate students positively after conflict or sanction.
Relationship banking (planned positive micro-interactions)
Build trust so corrections land without escalation.
Adult repair (when we got it wrong)
Model respect and reduce ongoing conflict after a teacher misstep.