Practices

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…

Parents with one affected child often ask what they might do differently before the next one. Answer honestly: there are lists of suggestions in circulation, the evidence behind most of them is thin, and the question underneath is usually about blame.

Take the question seriously and take the guilt seriously alongside it. Give what is genuinely known, say plainly where recommendations run ahead of…

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…

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.…

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…

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…

While the feeling is at full volume, no argument gets through, including a good one of your own. Settle the body first and talk afterwards.

Reasoning with someone at their peak, or with yourself, nearly always adds heat rather than sense. The order that works is calm, then conversation:…