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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.
If a young person hears your suggestion of a planner as one more instruction, they will refuse it, and the refusal is about who is in charge rather than about diaries. Hand over the choice of format and the choice of what goes in.
It helps to be plain that this is theirs and not a monitoring device. That means not reading it over their shoulder and not producing it as evidence…
Move things off the to do list and into the week itself. Not write the report, but Wednesday at one, ninety minutes, write the report.
An undated task has nothing to make it happen. It sits there competing with whatever is loud right now and loses every time. Giving it a day, a start…
Once tasks sit in the week rather than on a list, you can see that Thursday has no room left. Saying no gets much easier when the crowding is in front of your eyes instead of somewhere in your head.
Holding several commitments in mind at once and weighing them against each other is genuinely hard. Looking at a full column and noticing there is…
Anything with more than one step gets written down, and the child does the writing. Ten problems, check them against the answers, correct what is wrong: three lines in their own hand.
A handout would carry the same words, but writing it themselves does two extra things. It puts the sequence somewhere they can look again when step…
Looking for a whole subject rather than a single practice? Start from the nine areas.