Practices

If the test is on Friday and it is Monday, Friday is doing almost no work. Put something today on the end of today's revision, however small.

This is not spoiling a child. It is matching the reward to the timescale they can actually feel, which is roughly the one they are living in. Half an…

If the only real feedback a child gets arrives every ten weeks, it will not shape a single Tuesday. A report at the end of term is a record, not a motivator.

This is worth saying gently to teachers and to parents who feel that grades ought to be motivation enough. For this child they are not, and no amount…

For younger children, make the reward small, concrete and soon. Stickers, points, a smiley face, five minutes of something good, handed over the same hour rather than at the end of the week.

Points that build towards something bigger work well, as long as the point itself arrives immediately. Hourly is not too often for a young child, and…

Keep consequences for the sake of honesty, but let praise and reward do most of the work. Punishment can tell a child what to stop and it cannot tell them what to do instead.

Children with this difficulty collect an extraordinary amount of correction over a childhood, from teachers, from parents, from other children.…

Go looking for the moment the child does the thing you have been asking for, and say so while it is still happening. Most of us watch for the problem and only notice the good behaviour when we have run out of trouble.

It helps to decide in advance what you are hunting for, so that starting the homework without being asked, or waiting a turn, actually registers…

You did not choose which things hurt you. Where you are tender was set long before you had any say in it, and the only live question is what you do with it now.

This is worth saying out loud between two people, because each usually thinks their own soft spot is embarrassing and the other's is obvious. Try…

There is a real difference between not caring and not knowing how. A lot of what gets called failing at a relationship is simply a skill nobody ever taught you.

If you go blank when your partner cries, or answer hurt with logic, ask who ever showed you anything better. Probably nobody did. A gap like that can…

Before you explain anything about ADHD to someone, ask what they already think it is. What they tell you decides what your explanation can land on.

People arrive with family stories, cultural rules about mental health and firm views about medication, and none of it shows up unless you invite it.…

By the time somebody comes for an assessment, the poor opinion of themselves is usually decades old. Assume it is there even when the person in front of you is visibly doing well.

It rarely arrives as a complaint. It shows up as apologising for taking up your time, as brushing off achievements, as a joke about being useless…

Do one small good deed for someone else, together.

Turning outward as a pair, a little charity done side by side, quietly strengthens the two of you.

Before hammering out differences, start from common ground: what do we agree on, and what are our shared goals?

Name the agreement and the shared aim first. Building from what you have in common makes the rest easier.

Nurture a sense of we, not I: name what you share, your beliefs, goals, and the life you are building.

Seeing yourselves as a team, with shared values and aims, is a quiet strength in hard times.

If a young person hears your suggestion of a planner as one more instruction, they will refuse it, and the refusal is about who is in charge rather than about diaries. Hand over the choice of format and the choice of what goes in.

It helps to be plain that this is theirs and not a monitoring device. That means not reading it over their shoulder and not producing it as evidence…

Anything with more than one step gets written down, and the child does the writing. Ten problems, check them against the answers, correct what is wrong: three lines in their own hand.

A handout would carry the same words, but writing it themselves does two extra things. It puts the sequence somewhere they can look again when step…

Put the rules up on the wall where everyone can see them, and put the child's own version on a card on their desk.

A rule that lives only in memory is not there in the second it is needed, which is the second something more interesting has just walked past. A card…

Some children need to move, and the choice is whether that movement is allowed for or whether it arrives as a disruption later on.

A ball chair, a standing desk, a seat near the front, or permission to walk to the back and return with a nod and nothing said: any of these let the…

Sometimes you dislike a person or a room before you can say why. The fast part of you stores feelings, not explanations, so the reaction arrives whole and wordless.

If you cannot account for your reaction, you are not being evasive, and neither is anyone else who cannot account for theirs. Asking "why are you…

There is a stretch after anger fires when a person is feeling rather than thinking. In it, only information that matches the emotion gets through, so reasoning at yourself or at anyone else is wasted breath.

What does land in that stretch is physical and relational: a slower breath, a change of room, a hand on your own chest, a kind tone that asks for…

Learn a new practice in that order: the picture of what it is, then the plain steps, then actually doing it. Knowing what is coming settles most of the resistance before it starts.

Say to yourself, or to the person you are teaching, that in a minute the talking stops and the doing begins. It sounds trivial and it removes the low…

Afterwards, ask what that was like rather than whether it worked. Every answer is usable, including the ones that sound like complaints.

People come back with all sorts: restful, stressful because my head is so fast, mostly sounds and aches rather than thoughts, strangely reassuring.…