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.

What matches

14 practices

Narrow these down

When someone introduces themselves as an abuser, take the word seriously without treating it as the finding. A label names a category of offence, not what is actually going on in them.

Some people arrive with the language of a programme or a court already fitted to them, and it closes down the question of what drives the behaviour…

Twenty minutesWhen anger turns to harmCoreQur’an 3:135One line of research

Ask whether the anger is really about this person at all, or whether it is contempt for a whole category of people that happens to have someone standing nearby.

It sounds different once you listen for it. The complaints come out in the plural, about how women are or what wives do, and the particular person in…

Twenty minutesWhen anger turns to harmCoreQur’an 16:90One line of research

Ask what has been done to this person, not only what they have done. Old harm decides which ordinary things now register as a threat.

Reactions that look wildly out of proportion usually are not, once you know what the moment resembled. A hand raised near a face, a certain tone,…

Twenty minutesThe fear underneath angerCoreQur’an 33:58One line of research

Run the assessment yourself and watch while they work. Under real effort you will see the small movements, the tics and the overflow that never appear in ordinary conversation, and none of it reaches you if a technician or an app does the testing.

Sit where you can see hands and face. Note what happens as the task gets harder: the tongue that comes out, the leg that starts going, the free hand…

Twenty minutesGetting assessed and diagnosedCore

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

Qur’an 3:159

One line of research

When something is genuinely alive for the person in front of you, work with that. Whatever you had planned to cover keeps until a quieter week.

Teaching over the top of live feeling does not land, and it tells the other person that your agenda outranks their week. When there is heat, follow…

Twenty minutesMaking it stickCoreQur’an 18:23One line of research

Phonological awareness is not one skill. Telling sounds apart, rhyming, breaking a word into its sounds and blending them back are separate jobs, and a child can be fine at one and stuck at another.

Before agreeing that a child needs phonics, find out which piece is missing. Ask them to say the sounds in cat, then to join up sounds you give them,…

Twenty minutesReading, numbers and learning differencesCoreQur’an 55:4One line of research

A display organised by sound rather than by alphabet gives a child more to hold on to. Let them feel where each sound is made, lips, tongue, teeth, and match that to the letters that spell it.

Reading is learned from speech towards print, so a border running A, B, C tells a child very little about what they are actually doing. Grouping by…

Twenty minutesReading, numbers and learning differencesCoreQur’an 26:13One line of research

Before drilling number facts, check whether the child has any feel for how much a number is. Which pile is bigger, is eight nearer to ten or to two, give me three of those.

A child with no sense of quantity can still learn to recite that seven and eight make fifteen, and it will be a string of sounds attached to nothing.…

Twenty minutesReading, numbers and learning differencesCoreQur’an 16:78One line of research

Build numbers and break them up again. Seven is five and two, and also six and one, and a child who can see that has the thing mental arithmetic is made of.

Blocks, buttons, coins, anything you can push into two piles and back together. Ask which numbers fit inside other numbers and let the child show you…

Twenty minutesReading, numbers and learning differencesCoreQur’an 87:8One line of research

Patterns sit underneath both reading and arithmetic. Blue, red, green, blue, red, green: making a sequence, copying it, then breaking it on purpose builds the ordering that words and numbers both run on.

Use blocks, beads, claps, a drum, anything with an order to it. Ask the child to make the same pattern, then to spoil it deliberately and tell you…

Twenty minutesReading, numbers and learning differencesCoreQur’an 20:25One line of research

Find something the child already loves, a team, an orchestra, a game, and lay their results over it. These players are strong, these ones need coaching, and none of it means the team is no good.

Feedback lands very differently when the low scores are players who need training rather than facts about who someone is. Do it with their own…

Twenty minutesReading, numbers and learning differencesCoreQur’an 30:22One line of research

In practice, you sometimes have to stop a child using the trick that has kept them afloat, so the weaker skill finally gets used. Expect them to hate it for a while.

If memorising is doing the work, the part that should be doing it never gets a turn. So build short pieces of practice where the workaround is simply…

Twenty minutesReading, numbers and learning differencesCoreQur’an 94:5One line of research

In a bad moment your attention, your seeing and your remembering all narrow onto the threat. So your memory of the row is a partial recording, and so is theirs.

Worth holding on to before you go back over who said what. Neither of you is necessarily lying when the two accounts differ. Starting with here is…

Twenty minutesThe moment before you snapCoreQur’an 7:154One line of research

Your family had its own rules about anger, quite apart from anything cultural. Those are the ones that shaped you, and they can be renegotiated.

Name two of them plainly. Nobody leaves the table. Whoever shouts loudest wins. We do not mention it the next day. Then ask which you still want.…

Twenty minutesWhat anger actually isCoreQur’an 2:263One line of research