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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.
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…
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.…
Once it starts rolling, it gathers. A small exchange becomes a shouting match becomes something with consequences, and every step feels reasonable given the one before.
The cheapest place to stop is early, at the first sharp reply, long before you can see how far it has gone. Naming it out loud helps: "we are…
Looking for a whole subject rather than a single practice? Start from the nine areas.
If the language of mindfulness puts you off, drop the language. Call it noticing what your mind is doing, and use it anyway.
Some people hear anything that sounds spiritual and close the door, and then a useful skill goes unused over a word. There is nothing here you have…