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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.
A three o'clock appointment half an hour away is a half past two appointment. Put the true start time in and let the calendar hold it, rather than asking yourself to work it out on the day.
Lateness usually comes from anchoring on the time printed on the letter and treating the journey as though it cost nothing. Writing the leaving time…
Putting something in the calendar does not sign you up for life. If Wednesday turns out wrong, drag it to Thursday. The entry is a plan, and plans are allowed to change.
People who fear being locked in tend to end up with an empty calendar and a full head, which is the worse of the two problems. Say the permission out…
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.
Looking for a whole subject rather than a single practice? Start from the nine areas.
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…