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 pupils when correcting; forced humour; over-sharing.
SEND/PP considerations
Especially important for SEND/PP who may experience repeated correction; reduces ‘teacher hates me’ narratives.
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Used in
Ordinarily Available Practice
Related strategies
Teach ‘re-entry’ routine after absence or removal (fresh start protocol)
Reduce repeat incidents by giving pupils a clear, dignified route back into learning.
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.
Teach routines explicitly (model–practise–feedback)
Build predictable behaviour by teaching routines like curriculum content.
Consistent lesson structure (predictable phases)
Reduce anxiety and friction by making the lesson flow predictable.