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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.
Get the child's eyes first, then give one instruction. The page, how much, and by when, and then stop.
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…
The long reason why is doing less than you hope. Give the instruction, give one short line of why if it helps, and let that be the end of it.
When the explanation runs on, the instruction gets buried somewhere in the middle of it and comes out the other side lost. A long justification also…
By your teens you need some way, any way, of answering one question: given that it is this time on this day, what should I be doing? A plain system that answers it beats a beautiful one that does not.
Paper, phone, whiteboard on the fridge, the format is not the point. If the answer depends on remembering, it depends on luck. Pick the thing you…
If a calendar feels like something parents and teachers made you carry, it stays theirs and you keep putting it down. The question worth answering is whose life gets easier when it works.
Most people who grew up being organised at have some resistance to this, and it makes sense. So make it yours in a literal way: it holds the things…
There is more about focus, starting, and adhd than the practices: the focus, starting, and adhd area has the themes and the courses too.