Practices

Nobody tolerates something unpleasant for no reason. Before starting anything difficult, get clear about what you want on the other side of it, in your own words.

Something like: I want to sit an exam without being sick, so I am willing to practise feeling uncomfortable. The sentence has to be yours. A goal…

Do not walk into a hard event and improvise. Ten minutes beforehand, work out what is likely to happen, what you will do about it, and how you get out if you need to.

If someone is coming with you, make it a shared plan. What the signal is when one of you needs air, who says what to whom, when you leave. The point…

Working towards something you want will carry you further than working away from something you dread. Before you start, name in your own words what the finished thing gets you.

Fear only switches on when the threat is close, which is exactly how you end up doing a week's work at midnight. It also floods the job with anxiety…

The age by which symptoms have to have shown up is a number people agreed on, not a line in nature. It moved from seven to twelve when the manual was revised.

That matters if you are an adult wondering whether you would even qualify. The old cut-off was itself a compromise between studies pointing in…

Teenage memories of this often come with a sting: the year you worked out how much longer everything took you than it seemed to take everybody else.

That is usually why adolescence is the period people can describe in detail. The work got harder, the scaffolding of primary school fell away, and…

You do not need clinical language at an assessment. Some of the wording in the manual came straight from how families described it in the first place.

Phrases about being permanently on the go are in there because people kept saying them. So use yours: that your head is like a browser with forty…

Before handing anyone a new system, make sure they can say back why it should work better than what they are doing now. A strategy with no reason attached gets dropped the first time it is inconvenient.

Ask them to explain it to you in their own words and listen for whose reason it is. If the logic is only yours, it will hold for about a week. It is…

Strategies for ADHD are visible. A timer on the table, a list on the wall, an alarm going off in a meeting. If someone has not yet made peace with having ADHD, each of those is an announcement, and it will quietly get dropped.

So ask, before handing over another tool: how do you feel about the diagnosis itself? Sometimes the honest answer is that they still half hope it was…

Ask what they think this will cost them in effort, then say what you think. People rarely give up because a strategy failed. They give up because it turned out to be harder than anyone had told them.

Be specific about the first fortnight, since that is when it is worst and the payoff has not arrived yet. Someone who expected a small effort and met…

The benefit of a settling practice is cumulative. A fortnight of it now and then does little; the people who get most out of it are the ones who kept going for years.

This cuts both ways, and both are worth knowing. Two weeks of daily practice with no obvious result is not proof that it will not work for you. And…

Your mind wandering off during meditation is not you failing at it. Noticing that it went, and coming back, is the whole exercise.

People with restless attention often try meditation, find their head full of noise, decide they are uniquely bad at it and never go back. Nobody…

Think of your thoughts as traffic on a road. Practice thins the traffic. It does not close the road, and nobody has ever managed to close it.

This is a more useful target than clearing your mind, because you can tell whether it is happening. Some days it is bumper to bumper and the practice…

Five minutes chosen for the state you are actually in beats twenty minutes of open sitting. Pick the one labelled stressed, or cannot sleep, or about to walk into work.

Two things end a practice early: it was longer than the attention you had that day, and you had to decide what to do before you could start. Short…

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…

If a practice looks pointless, you will have dropped it by Thursday. Before you take on anything new, get clear on what it is meant to be building in you.

Ask for the mechanism in one plain sentence: this repeated thing grows that capacity. Write it somewhere you will actually see it. When the practice…

Resolving harder is not a plan. What protects you in a hot moment is a skill you have already practised and a situation you have set up in your favour.

Willpower is at its thinnest exactly when you need it most: late, tired, hungry, already provoked. So do the work earlier, where it is cheap. Decide…

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…

Most children do not pick up reading by sitting near books. Around a fifth need very structured, repetitive teaching before it clicks, and about half of the rest still need a good deal of deliberate instruction, so structured teaching is the ordinary case rather than a special measure.

It helps to stop asking who qualifies for help and start asking how much teaching each child needs. A child left to fail badly enough to earn support…

When reading results lift across a whole state after every teacher is retrained, the lesson is uncomfortable and hopeful at once. A good part of what looks like children failing is teaching that has not caught up yet.

One state moved from flat to clearly improved reading in years when many others slipped, and what changed was not the children but how teachers were…

Speech arrives on its own if a child is spoken to. Reading, writing and arithmetic do not, and it is no failing that they have to be taught piece by piece.

Children absorb talk from the people around them without lessons. Print is a much later invention and the brain has no ready made place for it, so it…