Re-entry ‘fresh start’ greeting (reset the relationship)
Aim (what it achieves)
Signal belonging and reduce ‘pre-loading’ conflict by greeting positively after an incident.
When to use
The next lesson after a detention, removal, or challenging interaction; especially if the pupil expects hostility.
How to use (steps)
Teacher language (examples)
“Morning, Sam. Good to see you. Straight into the starter — thank you.”
Top tips (makes it work)
Be consistent; keep it brief; pair warmth with clear direction.
Common pitfalls
Sarcasm; referencing last time; over-friendly bargaining; public ‘chat’ at the door.
SEND/PP considerations
High value for pupils sensitive to rejection. Avoid ‘you’re on thin ice’ messaging which can trigger identity threat.
Tags
Sources
- Practice-based
- relational behaviour culture (general)
Used in
Behaviour Matrix
- Repair & Rebuild Low-level defiance / arguing / ‘No’ (mild)
Ordinarily Available Practice
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’.
Close the loop (end the episode cleanly)
Prevent grudges and ‘carry-over’ by explicitly signalling that the incident is finished and the relationship is intact.
Repair the public narrative (private praise after public correction)
Protect dignity and relationship by ensuring the pupil experiences positive attention soon after being corrected.
Brief restorative at the door (60–90 seconds)
Rebuild trust and clarify expectations without creating dependency on long conversations.
Restorative conference (teacher + pupil + affected peer)
Repair harm, reduce retaliation, and prevent recurring peer conflict from spilling back into lessons.
Defer the debate, then follow through (private resolution)
Avoid power struggles by postponing discussion, then genuinely resolving it later so pupils trust the boundary.