Teacher debrief (what will I do differently next time?)
Aim (what it achieves)
Increase consistency and reduce escalation by reflecting on the teacher moves that can prevent repeat conflicts.
When to use
After a lesson that escalated; when you notice a recurring ‘flashpoint’ with a particular class or pupil.
How to use (steps)
Teacher language (examples)
“Next time, I will: (script) + take-up time, then move on.”
Top tips (makes it work)
Keep it one change; use coaching not blame; focus on precision: tone, timing, positioning.
Common pitfalls
Over-analyzing; blaming the pupil only; changing five things at once.
SEND/PP considerations
Supports staff working with trauma/SEMH where escalation can be quick. Small changes can have outsized impact.
Tags
Sources
- Practice-based
- instructional coaching approaches
Used in
Ordinarily Available Practice
Related strategies
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’.
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.
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.