Close the loop (end the episode cleanly)
Aim (what it achieves)
Prevent grudges and ‘carry-over’ by explicitly signalling that the incident is finished and the relationship is intact.
When to use
After you’ve corrected behaviour and compliance has been achieved; especially with pupils who ruminate or feel ‘picked on’.
How to use (steps)
Teacher language (examples)
“Thank you — that’s sorted. Let’s get back to this.” “At the end I’ll have a quick word; for now, focus on Q3.”
Top tips (makes it work)
Use a calm tone; make it short; pair with a positive ‘back to learning’ cue; avoid sarcasm.
Common pitfalls
Staying cold for the rest of the lesson; repeated reminders of the mistake; public ‘told you so’.
SEND/PP considerations
Closure reduces anxiety and helps pupils with emotional regulation difficulties. It also reduces secondary behaviour triggered by perceived rejection.
Tags
Sources
- Teach Like a Champion-style ‘strong voice’ + dignity preservation (general)
Used in
Behaviour Matrix
- Repair & Rebuild Low-level defiance / arguing / ‘No’ (mild)
Ordinarily Available Practice
Related strategies
Repair wording: ‘behaviour is the problem, you are not’
Reduce identity-based conflict by explicitly separating the pupil from the behaviour while holding firm boundaries.
Emotion coaching (name–validate–limit–plan)
Help pupils regulate so they can re-enter learning.
Agree a private cue (teacher–pupil signal plan)
Prevent repeat escalation by giving a discreet ‘reset’ signal.
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’.
Success-first restart (rebuild competence before demand)
Reduce avoidance and defiance by giving an immediate, achievable success that re-engages the student with learning.
Repair the public narrative (private praise after public correction)
Protect dignity and relationship by ensuring the pupil experiences positive attention soon after being corrected.