Brief restorative at the door (60–90 seconds)
Aim (what it achieves)
Rebuild trust and clarify expectations without creating dependency on long conversations.
When to use
When low-level disruption happened but you want to prevent a repeat next lesson; particularly for recurring friction with the same pupil.
How to use (steps)
Teacher language (examples)
“I’m glad you’re here. Last lesson we lost time with (behaviour). What will you do differently today?” “Good — that’s the plan. Go in and start.”
Top tips (makes it work)
Do it routinely; stay calm; don’t try to solve everything at the doorway; one target only.
Common pitfalls
Dragging it out; doing it as a public performance; demanding an apology as the entry ticket.
SEND/PP considerations
Works well for pupils who need predictable boundaries and quick reconnection. Keep language simple; avoid abstract ‘respect’ lectures.
Tags
Sources
- Restorative practice (general)
- practice-based
Used in
Behaviour Matrix
- Repair & Rebuild Low-level defiance / arguing / ‘No’ (mild)
- Repair & Rebuild Peer friction / bickering / low-level conflict
Related strategies
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 pupils 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.
Home–school communication (partnership framing)
Reduce repeat issues by aligning adults and avoiding blame narratives.