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

30 practices

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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

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 differences

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

Breaking the worry loop

Remembering to do it

What you are actually defending

Facing it a step at a time

Making it stick

When you use something to cope

Choosing your response

Tolerate distress

Growing empathy

When everything feels flat

When anger turns to harm

Righteous anger and perfectionism

Self-compassion

Shame

Anger, alcohol and the body

Emotions as signals

Getting assessed and diagnosed

Use your strengths

Practising under provocation

Being seen and judged

Obsessions and compulsions

Letting it out safely

Touch and bodywork

Feeling from the inside

Rest and pacing

Question the thought

Help someone grieving

Living with uncertainty

Core

Qur’an 49:11

One 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

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

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