Practices

Working out what someone meant by hurting another person is a conversation for the person who did it. Said to the one who was harmed, they were not really trying to hurt you lands as being talked out of your own experience.

Anyone who has been on the receiving end of violence has usually spent a long time being told it was not what it was. Even a kindly meant explanation…

Some true things cannot be said early. A reframe that would land well in the tenth conversation will end the second one.

Ideas about what really drives harm, or about a person being more than the worst thing they have done, are easily heard as excusing it or as blaming…

Ask it plainly. Do you think you are a threat to anyone you love? A vague anger problem turns into something workable the moment it has a name attached to it.

Then keep going, because the follow up questions carry most of the weight. Has there been any thought of killing someone, or of dying. What is in the…

Hurting yourself is not always about coping. Sometimes it is aimed at somebody else, and until you know which it is you cannot know what would help.

This is uncomfortable to ask about and it is not an accusation. An act can be a way through an unbearable hour, or a message to someone who has…

See what you made me do to myself. When self-harm is carrying a message like that, naming the message is not dismissing it, it is looking for the thing that could be said instead.

The question can be asked kindly and straight. Do you ever get angry enough with them to want to hurt yourself so that they feel it. People often say…

An act meant to be heard rather than to end a life can still end one. Whatever you believe about the intent, lethality is a separate question and it always gets asked.

The ways this happens are ordinary and awful. A method more dangerous than the person realised. The friend who was meant to arrive, arriving late. A…

Ask whether the anger is really about this person at all, or whether it is contempt for a whole category of people that happens to have someone standing nearby.

It sounds different once you listen for it. The complaints come out in the plural, about how women are or what wives do, and the particular person in…

When somebody's anger is filling the room, the bravest sentence available is usually the plainest one: you are frightening me right now.

It gives them a piece of information they almost never have, which is what they are actually doing to the person in front of them. It also puts…

When something is genuinely alive for the person in front of you, work with that. Whatever you had planned to cover keeps until a quieter week.

Teaching over the top of live feeling does not land, and it tells the other person that your agenda outranks their week. When there is heat, follow…

You can screen for a processing difficulty with no test at all. Just notice, in ordinary conversation, whether the child is answering what you actually said.

A child who drifts off topic, answers a slightly different question, or needs things said twice may not be avoiding you or daydreaming. The words may…

Clapping games, skipping rhymes and silly verses are worth doing. They are good for the ear and they cost nothing, but they will not on their own repair a reading difficulty, and it is kinder to say so early.

Play the games, and separately get the structured teaching that a child with a real decoding problem needs. Families are often told that rhyming…

Invent words together. Say a made up word, pull it apart into its sounds, put it back, then take one sound out and hear what is left. The nonsense is the point, because there is nothing for memory to fall back on.

With a real word, a child who cannot work with sounds can often get by on memory, and you learn nothing about what they can actually do. A made up…

Plenty of children read the equals sign as put the answer here. Write it the other way round sometimes, eight equals three plus five, so they meet the idea that both sides are simply the same amount.

Move the sign about. Leave the gap in the middle, four plus something equals two plus five, and watch what the child does with it. If they add…

The word one does several jobs at once: a digit, a number, a single object, a whole set. A child who has not sorted those out will put figures in the wrong columns and later read a third as a number instead of a part of something.

When digits land in the wrong place, check whether the child knows what is being counted before calling it carelessness. Say the unit out loud: one…

Phonological awareness is not one skill. Telling sounds apart, rhyming, breaking a word into its sounds and blending them back are separate jobs, and a child can be fine at one and stuck at another.

Before agreeing that a child needs phonics, find out which piece is missing. Ask them to say the sounds in cat, then to join up sounds you give them,…

A display organised by sound rather than by alphabet gives a child more to hold on to. Let them feel where each sound is made, lips, tongue, teeth, and match that to the letters that spell it.

Reading is learned from speech towards print, so a border running A, B, C tells a child very little about what they are actually doing. Grouping by…

Before drilling number facts, check whether the child has any feel for how much a number is. Which pile is bigger, is eight nearer to ten or to two, give me three of those.

A child with no sense of quantity can still learn to recite that seven and eight make fifteen, and it will be a string of sounds attached to nothing.…

Build numbers and break them up again. Seven is five and two, and also six and one, and a child who can see that has the thing mental arithmetic is made of.

Blocks, buttons, coins, anything you can push into two piles and back together. Ask which numbers fit inside other numbers and let the child show you…

Patterns sit underneath both reading and arithmetic. Blue, red, green, blue, red, green: making a sequence, copying it, then breaking it on purpose builds the ordering that words and numbers both run on.

Use blocks, beads, claps, a drum, anything with an order to it. Ask the child to make the same pattern, then to spoil it deliberately and tell you…

Find something the child already loves, a team, an orchestra, a game, and lay their results over it. These players are strong, these ones need coaching, and none of it means the team is no good.

Feedback lands very differently when the low scores are players who need training rather than facts about who someone is. Do it with their own…