Most disruption in SRE comes from one of three sources: boredom (the lesson isn't engaging), confusion (the student can't follow), or relational disconnection (the student doesn't feel known or welcomed). Before reaching for a consequence, ask: is this student bored? Am I going too slow or too fast? Does this student know that I notice and value them?
The Best Discipline Is Prevention
Least Intrusive Intervention First
Work through a hierarchy before escalating: proximity (move closer), eye contact, a quiet private word ('I notice you're finding it hard to settle — can you help me hold these pictures?'), redirection to a task, and only as a last resort, asking a student to move or leave. Escalating too quickly damages the relationship and signals to the whole class that you manage with power rather than care.
Repair Always
If a conflict happened — a raised voice, a public correction, a sent-to-the-front moment — repair it before the end of the lesson if possible, or at the start of the next one. 'Hey, last week was hard. I'm glad you're back. I was looking forward to seeing you.' This models something central to Christian ethics: reconciliation is always worth pursuing. Some of your most resistant students will become your most engaged ones after a genuine repair moment.
