#Relationship
23 strategies tagged with Relationship
Showing 23 strategies
Use proactive relationship ‘micro-moments’ (brief, genuine connection)
Increase cooperation and reduce perceived hostility by banking trust outside conflict moments.
Teach ‘re-entry’ routine after absence or removal (fresh start protocol)
Reduce repeat incidents by giving pupils a clear, dignified route back into learning.
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.
Brief reflection prompts (forward-looking)
Help pupils learn from incidents without shame.
Restitution menu (practical repair options)
Make repair concrete so restoration isn’t just ‘say sorry’.
Reframe identity (separate pupil from behaviour)
Stop pupils internalising ‘I’m bad / teacher hates me’ after correction.
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.
Re-entry ‘fresh start’ greeting (reset the relationship)
Signal belonging and reduce ‘pre-loading’ conflict by greeting positively after an incident.
Repair contract (one-page ‘next time’ agreement)
Create shared clarity on what will happen next time, reducing argument and ambiguity for repeat issues.
Positive home contact after a reset (48-hour window)
Strengthen partnership and reduce the ‘only ever bad news’ narrative that fuels resentment and disengagement.
Defer the debate, then follow through (private resolution)
Avoid power struggles by postponing discussion, then genuinely resolving it later so pupils trust the boundary.
Apology + restitution choices (repair without humiliation)
Teach accountability with a dignified route back that doesn’t become a public ‘grovel’.
Micro-mentoring check-in (5 minutes weekly)
Stabilise behaviour by giving a predictable adult connection and a simple goal review loop.
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.
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