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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74 practices

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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

A child who cannot bear the noise, the lights and the scratchy jumper all day will be hard to be around by the afternoon. That child usually gets described as badly behaved rather than as overwhelmed.

Once a child is understood to be choosing it, everything that follows is punishment, the arousal climbs, and the sensory difficulty gets worse. That…

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

There is more about focus, starting, and adhd than the practices: the focus, starting, and adhd area has the themes and the courses too.

Core

Qur’an 30:22

One line of research

When the sound scores and the movement scores are both near the floor, you are looking at more than a reading problem. That pattern needs specialist teaching rather than a general classroom programme with a bit more of it.

Naming things quickly, repeating made up words, working out an unfamiliar word: all at the bottom. Then coordination and handwriting down in the same…

Twenty minutesReading, numbers and learning differencesCoreQur’an 20:29One line of research

A child can be excellent at blending sounds you give them aloud and still not read a word on the page. Practising one part very hard does not mean the whole thing has arrived.

Where a child has had a lot of instruction in one subskill, that skill will test well while the actual job stays out of reach. So test the job itself…

Twenty minutesReading, numbers and learning differencesCoreQur’an 2:32One 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

For a very able student, an average score can be the finding rather than proof there is nothing wrong. If everything else sits far above and the sound skills sit in the middle, the distance between them is the thing to report.

Services are usually decided by a cutoff, so the most able affected students go their whole school career without help while working several times as…

Twenty minutesReading, numbers and learning differencesCoreQur’an 80:12One line of research

You do not need to become a reading specialist to be useful in a school meeting. A few hours with the current material on how reading is learned will put you ahead of most of the room, and you can carry it in kindly rather than as a challenge.

Pick two or three good sources and actually read them: an introduction written for teachers, and one clear book on how reading develops. What you…

LongerReading, numbers and learning differencesCoreQur’an 18:66One 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

After a course of intensive work, this student's sound skills moved from the middle of the range to near the top. Average was never the ceiling. It was simply where an untreated difficulty had left them.

Hearing single sounds in a word, holding sounds in memory, repeating made up words: all of them shifted a long way once the teaching was right. That…

LongerReading, numbers and learning differencesCoreQur’an 96:5One 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

One gentle way to name it: those are being used as words to play with, and they were never really words for playing with. Said kindly, it lands without anyone being told off.

The young person in front of you almost certainly says it too, so any version that sounds like a reprimand will close the conversation down. Naming…

A minuteScreens and attentionCoreQur’an 25:72One line of research

After a long stretch online people are often not fully there. Something faintly hypnotic settles in, and things get said and done that the same person would not say or do in a room.

This is not only teenagers. Adults describe it too: an hour that vanished, a message that reads as though somebody else wrote it, a flatness…

Five minutesScreens and attentionCoreQur’an 96:6One line of research

It is a genuine relief to hear that what someone did online may not reflect who they are. Say that gently, and say the other half in the same breath: the people who saw it will judge it as though it does.

Both halves are true and they need each other. Offer only the first and you have handed over a reason for nothing to change. Offer only the second…

Five minutesScreens and attentionCoreQur’an 17:36One line of research

More hours on social media goes with more anxiety and low mood. That is a reason to aim at fewer hours, a conversation you can actually have, rather than at none, which usually ends the conversation.

Pick a number genuinely below the current one and low enough to notice, then look at what has changed in a fortnight. Sleep and mood are the things…

Five minutesScreens and attentionCoreQur’an 25:67One line of research

Spend long enough online and people start arriving as types rather than as people: brilliant or worthless, with nothing in between. The flattening happens to how you see yourself as well.

Worth naming as something the environment is doing rather than a fact about your character, because what an environment produces can be changed by…

Five minutesScreens and attentionCoreQur’an 18:46One line of research

Not every app is doing the same thing to you. The ones that tend to hurt have comments underneath, a feed chosen for you, and a number attached to how you did.

One young woman described a picture site as the safe one, because there was nowhere for anyone to reply to her. That is a useful way to sort your own…

Five minutesScreens and attentionCoreQur’an 47:36One line of research

Some of what circulates makes being unwell look good. Drugs filmed like a party, low mood styled into something delicate and photogenic, until the illness starts to feel like a personality.

This is worth spotting because of what it does to recovery. If sadness has become part of how someone is known, getting better means losing something…

Five minutesScreens and attentionCoreQur’an 18:28One line of research

Real footage of people dying circulates without any warning, sometimes buried inside a video that starts off looking harmless. Young people rarely raise this themselves, so it is worth asking.

Ask plainly what they have come across that they wish they had not seen, and how often it happens. There is no preparation before it and nothing…

Five minutesScreens and attentionCoreQur’an 24:30One line of research