Relationship banking (planned positive micro-interactions)
Aim (what it achieves)
Build trust so corrections land without escalation.
When to use
Daily: choose 2–3 high-risk pupils and ‘bank’ small positives.
How to use (steps)
Teacher language (examples)
“Good to see you.” “That’s a better start—thank you.”
Top tips (makes it work)
Be consistent; keep it calm; avoid public ‘special attention’.
Common pitfalls
Overdoing praise; forced humour; ignoring them until they misbehave.
SEND/PP considerations
Reduces the “teacher hates me” story; supports PP pupils who expect rejection.
Tags
Sources
Used in
Behaviour Matrix
- Repair & Rebuild Chatting during teacher talk / instruction
- Repair & Rebuild Calling out / interrupting
- Repair & Rebuild Attention seeking / clowning / minor disruption
Related strategies
Connect then correct (brief repair after correction)
Prevent resentment and ‘teacher hates me’ narratives after a boundary.
Reframe identity (separate pupil from behaviour)
Stop pupils internalising ‘I’m bad / teacher hates me’ after correction.
Restorative micro-conversation (3 questions)
Repair harm and restore learning relationships quickly.
Re-entry script (fresh start + first step)
Reintegrate pupils positively after conflict or sanction.
Collaborative problem solving (Plan B meeting)
Solve recurring problems by identifying triggers and lagging skills.
Adult repair (when we got it wrong)
Model respect and reduce ongoing conflict after a teacher misstep.