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.

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37 practices

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Anger itself is standard issue. Handling it well is not, and nobody is born knowing how.

Which means the thing you have been calling a character flaw is closer to a skill nobody taught you. That changes the job: not becoming a person who…

A minuteThe fear underneath angerCoreQur’an 70:19One line of research

Anger makes a convincing costume for insecurity, and the person most often taken in by it is the one wearing it.

It reads as courage from outside because the frightened person is supposed to be the one running away. From inside it feels like conviction, which is…

Five minutesThe fear underneath angerCoreQur’an 70:19One line of research

Think of the anger as a creature with a parent, and the parent is fear. Nearly everybody is keeping one, and because nobody mentions theirs, each person quietly assumes they are the only one.

Two useful things follow. If you want to do something about the creature, go upstream and deal with its parent, because fighting the thing itself is…

Five minutesThe fear underneath angerCoreQur’an 2:155One line of research

There are two kinds of work on anger, and the order matters. Plain skills for the moment come first, and the larger questions about what your life is for can wait.

Going deep too early tends to backfire. If someone still cannot interrupt a flare, an honest conversation about meaning or forgiveness becomes one…

LongerThe fear underneath angerCoreQur’an 106:4One line of research

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

If someone can predict how you drew those circles, they are not reading your mind. We are all running much the same small programmes.

That is worth saying plainly, because the discovery lands as a personal indictment for a lot of people, and shame makes anger worse rather than…

A minuteChoosing your responseCoreQur’an 17:53One line of research

Anger numbs. If it is doing the work of a painkiller for you, it will be hard to put down while the pain underneath is still untreated.

Ask what tends to be there in the half hour before you flare: a bit of shame, feeling small, an old fear about being left. The anger often arrives to…

Twenty minutesCool the body firstCoreQur’an 94:1One line of research

Every one of us is trying to tame ourselves, which no other animal is attempting. Finding it hard is the ordinary result, not a sign that something is wrong with you in particular.

This is meant to take the shame out, not the responsibility. Harm still needs repairing and apologies still need making. But if some part of you…

Five minutesEquanimity and perspectiveCoreQur’an 3:190One line of research

Not all anger is a reaction to something. Sometimes a person goes looking, standing exactly where someone is likely to snap, and it is worth being honest with yourself if that is you.

The signs are small: replying to a comment you could have scrolled past, holding your ground where nothing is at stake, choosing the route where the…

Five minutesEquanimity and perspectiveCoreQur’an 22:46One line of research

Nobody arrives with restraint already fitted. If holding your tongue feels like unnatural work, that is what it is for everyone, and it says nothing about what you are underneath.

This matters because the story you tell about a flare decides what you do next. Broken means give up quietly. Unbuilt means pick one situation, the…

LongerEquanimity and perspectiveCoreQur’an 53:39One line of research

The old reaction does not get erased. You lay a new one over the top of it, and on a tired or unfamiliar day the old one can still come through.

So a flare after months of doing well is not everything undone. That is what relearning looks like, and it tends to turn up alongside broken sleep,…

LongerEquanimity and perspectiveCoreQur’an 3:191One line of research

Parents with one affected child often ask what they might do differently before the next one. Answer honestly: there are lists of suggestions in circulation, the evidence behind most of them is thin, and the question underneath is usually about blame.

Take the question seriously and take the guilt seriously alongside it. Give what is genuinely known, say plainly where recommendations run ahead of…

Five minutesGetting assessed and diagnosedCoreQur’an 2:286One line of research

When a child keeps failing at a task, try reducing what it demands of attention and memory before you increase the practice. Shorter steps, one instruction at a time, the working written down where they can see it.

Attention, holding things in mind and switching between steps all set a ceiling on how much of a lesson gets through. You cannot easily raise that…

Five minutesReading, numbers and learning differencesCoreQur’an 2:286One line of research

Pouring more in does not help while the lid is still on. A child who is exhausted, wound up or not yet settled will keep very little of the lesson, however good the lesson is.

Do the settling first, even when it costs ten minutes of the hour. Sleep, food, movement and a calm start look like the soft part of the day and they…

Five minutesReading, numbers and learning differencesCoreQur’an 20:114One line of research

The word one does several jobs at once: a digit, a number, a single object, a whole set. A child who has not sorted those out will put figures in the wrong columns and later read a third as a number instead of a part of something.

When digits land in the wrong place, check whether the child knows what is being counted before calling it carelessness. Say the unit out loud: one…

Five minutesReading, numbers and learning differencesCoreQur’an 24:61One line of research

A child who talks well, listens well and seems bright will have their reading failure read as laziness. The strengths are exactly what makes the blame stick.

Strong spoken language, decent attention and an easy manner give an impression of capability that nobody can square with work coming back unfinished.…

Five minutesReading, numbers and learning differencesCoreQur’an 49:11One 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

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

Ask a struggling ten year old what division actually is and you will often get a blank, or a method with no meaning under it. Going back to what each operation does is usually worth more than another go at this term's work.

Division is sharing out, or taking the same amount away again and again until nothing is left. Multiplication is that same amount repeated. Children…

LongerReading, numbers and learning differencesCoreQur’an 18:69One line of research

You are comparing how it feels inside your own head with what other people chose to show. Those two were never the same kind of thing.

Keep the sentence short enough to actually use, because you need it while your thumb is still moving, not an hour afterwards. Somebody's holiday…

A minuteScreens and attentionCoreQur’an 20:131One line of research