Practices

Processing speed is the stubborn one. It shifts a little with repeated, rhythmically paced practice and hardly at all with explanation, so say that to a family at the start rather than when they are disappointed.

Teaching a strategy will not make a slow processor quick, and telling a child to hurry up only makes the work more unpleasant. Graded practice with…

Assess, make a plan, do the work, and then keep measuring while you do it. Without that last part you have no way of knowing whether to push harder, change direction or stop.

Use more than one stream: your own measures, what parents notice at home, what school reports, and what the child says about it. Children will tell…

Ask a struggling ten year old what division actually is and you will often get a blank, or a method with no meaning under it. Going back to what each operation does is usually worth more than another go at this term's work.

Division is sharing out, or taking the same amount away again and again until nothing is left. Multiplication is that same amount repeated. Children…

Expect the fear underneath to be denied, and do not push against the denial. This idea has to be worked in gently rather than argued in.

Coming at somebody head on with what they are defending sets off exactly the threat response you were hoping to treat. Small, low pressure versions…

You will not get the honest version in one go. Ask, let it be refused, carry on with something else, then come back to it later in the same conversation.

A defended story does not collapse, it wears down. Each pass takes a little off it, and the person needs the gaps in between to do the actual…

Understanding an idea is not the same as being changed by it. The explaining is soil preparation, and the crop comes later.

Somebody can follow the whole argument about respect and self-acceptance, agree warmly with all of it, and lose their temper the same way that…