Practices

Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.

Narrowed down

6 practices

Reading, numbers and learning differences A practitioner Involves someone else Clear all

How long you have

Five minutes 3 Twenty minutes 2 Longer 1

Who it is written for · A practitioner

Someone I care about 6 A practitioner 6

Where you are right now

Struggling right now 4 Coping, mostly 2

On your own, or with someone · Involves someone else

On my own 14 Both of us together 14 Involves someone else 6

Theme · Reading, numbers and learning differences

Medication and how it works 61 Systems for daily life 37 The cost of avoiding 35 Screens and attention 26 Moving your body 21 Treatment and medication 19 Exercise, food and other supports 15 What ADHD actually is 13 What anger actually is 12 Breaking the worry loop 11 Feelings and focus 11 Getting assessed and diagnosed 10 Your sense of time 10 Structure and routine 10 Facing it a step at a time 10 What worry does 10 Your nervous system 10 Food, caffeine and fuel 10 The moment before you snap 9 Grounding and settling 9 Bringing the future closer 8 Growing empathy 7 Breathing 7 Treatment and medication 7 When everything feels flat 7 Get started 7 Cool the body first 7 Choosing your response 7 Equanimity and perspective 7 Emotions as signals 7 Reading, numbers and learning differences 6 Posture and how you carry yourself 5 When you use something to cope 5 Shame and stigma 5 Touch and bodywork 4 Tolerate distress 4 Remembering to do it 4 Being seen and judged 3 Making it stick 3 Obsessions and compulsions 3 Panic and the body 3 Practising under provocation 3 Righteous anger and perfectionism 3 Rest and pacing 2 Feeling from the inside 2 The fear underneath anger 2 Shame 2 Living with uncertainty 1 When you go numb 1

When

Any ordinary day 5 Under stress 1

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…

Five minutesReading, numbers and learning differencesCoreQur’an 2:286

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…

Five minutesReading, numbers and learning differencesCoreQur’an 20:114

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.…

Five minutesReading, numbers and learning differencesCoreQur’an 49:11

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…

Twenty minutesReading, numbers and learning differencesCoreQur’an 16:43

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…

Twenty minutesReading, numbers and learning differencesCoreQur’an 80:3

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…

LongerReading, numbers and learning differencesCoreQur’an 96:5

Looking for a whole subject rather than a single practice? Start from the nine areas.