Practices

A child who cannot yet catch their own drifting needs somebody close enough to catch it for them. Where they sit does a lot of that work quietly.

From nearby a teacher sees attention go before the work is lost, and can bring the child back without stopping the lesson for everyone. Proximity…

Bring a child back with the smallest signal that does the job. A tap on the desk, a hand on the shoulder, or simply standing beside them will usually be enough.

Say a child's name across a room and everyone turns to look. Do that twenty times a day and the child learns something about themselves in front of…

Get the child's eyes first, then give one instruction. The page, how much, and by when, and then stop.

An instruction thrown at a busy room never reaches the child who most needs it, so the name and the eye contact come before any content at all. Then…

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…

While you are talking, have them writing. Notes give attention something to hold onto, and they let you see at a glance who has gone.

Listening on its own asks a child to do nothing visible for a long stretch, and attention quietly drains away with nobody able to tell. A pen moving…

Where you can, let the learning be something done rather than something sat through. Typing instead of writing, a calculator instead of longhand, a built model instead of an essay.

The knowledge is usually already there. What fails is showing it through a long, still, low feedback task, and that is the part worth redesigning.…