Practices

When a child with attention difficulties is also at war with every instruction, that pairing is worth taking to someone early rather than waiting to see whether it settles.

The two travel together often, and a minority of children follow a path from constant defiance into more serious trouble later. Every stage of that…

When a child truly does not mind losing the privilege, taking more away will not get you anywhere. That is the moment to change approach rather than raise the stakes, usually to a structured parent programme that works on the pattern between parent and child.

Star charts fail with these children because the reward was never the point of the behaviour. What helps is a proper course of parent management…

Say it plainly whenever you teach anything: the way I am showing you this is not the way it has to be done. Change it until it works for you.

Anyone who has failed at the standard version of something several times will not try again unless they are told clearly that adapting it is allowed.…

When you are helping someone settle, put the technique in their hands rather than your own. They tap themselves, they set the pressure, they stop when they want to.

Being touched by someone else, even kindly and with permission, asks a lot of a person whose body has been handled badly before. Self-administered…

After you have tried something to settle, check: how here do you feel now, compared with before? Do not assume it worked just because it usually does.

This takes ten seconds and does two jobs. It tells you whether that particular thing is worth reaching for again, and it slowly trains you to notice…

On a video call, two things still work well: touching your own face gently, and rocking. Both are yours to do, and both are visible enough to be done together.

Distance takes away most of what one person can offer another physically, so it helps to know what survives it. A hand resting on your cheek, fingers…

Whenever you offer a standing practice, offer the seated version in the same breath, and mean it. Say plainly that people should look after their own bodies and change anything that does not suit them.

Say it before you begin, not afterwards, so that nobody has to interrupt to ask. If you cannot see the people you are guiding, say that too, and say…

Offer any movement in three sizes: small, medium and full. Let people take the one that fits today, and let them change their mind halfway through.

For a twist that might be a simple reach, or a reach with the other hand placed behind, or loose swinging arms. The three sizes do quiet work. They…

When you offer someone a practice, ask them to tell you if it did nothing, and mean it. Say out loud that plenty of these do not land.

People agree that things helped for all sorts of reasons: not wanting to seem difficult, not wanting to disappoint you, having learned long ago that…

Start with a couple of minutes of movement before any of the difficult talking. Not a warm up for its own sake: a body that has moved is easier to think in.

Two or three minutes is enough. Roll the shoulders, round and lengthen the spine, turn gently side to side. It also says something without anyone…

Let the breath go along with the movement rather than counting it out. If you are guiding someone, do not set the pace of their breathing for them.

Being told exactly when to breathe in and out is unpleasant for more people than you would expect, and for anyone whose breath was held tight through…

Telling someone they have changed their brain lands harder than telling them they have changed their mind. That is worth knowing, and worth handling carefully.

Brain language feels solid and permanent, so a person can lean on it. That same weight is why it should not be stretched: promising rewiring you…

If the word mindfulness makes you wince, leave the word out. Paying attention to your breath, or to the sounds in the room, is the whole of it.

A lot of people turn the practice down before trying it, because the label sounds like it belongs to somebody else's religion or somebody else's sort…

When you offer a practice to someone, use their words for it rather than yours. Keep the fuller version ready for the day they ask where it comes from.

A plain, unmystical version suits most people and costs them nothing to accept. Anyone who gets curious can have all of it, and they will take more…

When a child keeps failing at a task, try reducing what it demands of attention and memory before you increase the practice. Shorter steps, one instruction at a time, the working written down where they can see it.

Attention, holding things in mind and switching between steps all set a ceiling on how much of a lesson gets through. You cannot easily raise that…

Pouring more in does not help while the lid is still on. A child who is exhausted, wound up or not yet settled will keep very little of the lesson, however good the lesson is.

Do the settling first, even when it costs ten minutes of the hour. Sleep, food, movement and a calm start look like the soft part of the day and they…

A child who talks well, listens well and seems bright will have their reading failure read as laziness. The strengths are exactly what makes the blame stick.

Strong spoken language, decent attention and an easy manner give an impression of capability that nobody can square with work coming back unfinished.…

If a child is behind in reading, the gap rarely closes on its own with another year of the same. Asking for a proper assessment now is kinder than hoping that maturity will do the work.

National figures show reading proficiency barely shifting between primary school and the end of secondary, which tells you that catching up later is…

If a parent has been saying since the first year of school that something is wrong with their child's reading, start from the assumption that they are right. They have watched more of it than anyone else has.

The usual story is years of being told the child is fine, a little behind, will catch up, and then a diagnosis at nine or ten when the easiest years…

After a course of intensive work, this student's sound skills moved from the middle of the range to near the top. Average was never the ceiling. It was simply where an untreated difficulty had left them.

Hearing single sounds in a word, holding sounds in memory, repeating made up words: all of them shifted a long way once the teaching was right. That…