Repair wording: ‘behaviour is the problem, you are not’
Aim (what it achieves)
Reduce identity-based conflict by explicitly separating the pupil from the behaviour while holding firm boundaries.
When to use
When pupils interpret correction as dislike; when you sense ‘you hate me’ or ‘you’re picking on me’ beliefs.
How to use (steps)
Teacher language (examples)
“I’m not against you. I’m against the behaviour. You belong here, and I need you to (expectation).”
Top tips (makes it work)
Say it calmly; avoid overuse; pair with consistent follow-through on expectations.
Common pitfalls
Sounding melodramatic; saying it while still angry; using it to avoid consequences.
SEND/PP considerations
High value for rejection-sensitive pupils (common in PP/SEND). Helps keep correction from triggering shame/defiance spirals.
Tags
Sources
- Practice-based
- relational behaviour guidance (general)
Used in
Behaviour Matrix
- Repair & Rebuild Work avoidance / blank page / ‘I can’t’
- Repair & Rebuild Low-level defiance / arguing / ‘No’ (mild)
Related strategies
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.
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.