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

342 practices

Narrow these down

Ask your spouse about a moment from their childhood that shaped them, and listen closely.

What comfort felt like then, what they longed for. It still lives in how they love now.

Twenty minutesKnowing your partnerGottmanQur’an 17:24One line of research

If a child is behind in reading, the gap rarely closes on its own with another year of the same. Asking for a proper assessment now is kinder than hoping that maturity will do the work.

National figures show reading proficiency barely shifting between primary school and the end of secondary, which tells you that catching up later is…

Twenty minutesReading, numbers and learning differencesCoreQur’an 16:43One line of research

Before adding more content, look at what the child has to receive it with: attention, memory for what was just said, language. Two children given the same lesson do not take away the same amount, and that difference is usually where the real gap sits.

It is tempting to answer a gap with better materials, since materials are the part that can be bought. But if a child cannot hold a sentence in mind…

Twenty minutesReading, numbers and learning differencesCoreQur’an 4:28One line of research

Phonological awareness is not one skill. Telling sounds apart, rhyming, breaking a word into its sounds and blending them back are separate jobs, and a child can be fine at one and stuck at another.

Before agreeing that a child needs phonics, find out which piece is missing. Ask them to say the sounds in cat, then to join up sounds you give them,…

Twenty minutesReading, numbers and learning differencesCoreQur’an 55:4

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

Breathing

Tolerate distress

The moment before you snap

The fear underneath anger

When you use something to cope

When everything feels flat

Facing it a step at a time

When anger turns to harm

Righteous anger and perfectionism

Shame and stigma

Being seen and judged

Emotions as signals

Remembering to do it

Use your strengths

Structure and routine

Growing empathy

Practising under provocation

Knowing your partner

Rituals of connection

Obsessions and compulsions

Shame

Repair after rupture

Rebuilding trust

Posture and how you carry yourself

What worry does

Making it stick

Feeling from the inside

Equanimity and perspective

Cool the body first

Choosing your response

Anger, alcohol and the body

Rest and pacing

Answering bids

What you are actually defending

Care for yourself in loss

Safety and grounding

Treatment and medication

Living with uncertainty

Keep the bond

Listen to the body

Question the thought

One line of research

A display organised by sound rather than by alphabet gives a child more to hold on to. Let them feel where each sound is made, lips, tongue, teeth, and match that to the letters that spell it.

Reading is learned from speech towards print, so a border running A, B, C tells a child very little about what they are actually doing. Grouping by…

Twenty minutesReading, numbers and learning differencesCoreQur’an 26:13One 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

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

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

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

Move the body gently, a walk, a stretch, to discharge what fear leaves stored in it.

Fear is physical energy. Letting the body move helps it complete and settle what it could not before.

Twenty minutesListen to the bodyTrauma informedQur’an 62:10One line of research

There are around twenty five antidepressants and nowhere near twenty five mechanisms. What comes next is decided mostly by side effects, other conditions, and what has already worked for you.

Which is why your own record is worth more than any comparison chart. Keep a plain list: what you took, at what dose, for how long, what it helped,…

Twenty minutesWhen everything feels flatMedical and treatmentQur’an 2:214One line of research

The reason depression is mostly treated by GPs now is pharmacological. A drug you can start without an ECG, blood monitoring or a diet sheet is a drug that fits inside a ten minute appointment.

That has been good for access, and it puts a lot of weight on a very short conversation. Go in with the specifics written down: which symptoms, since…

Twenty minutesWhen everything feels flatMedical and treatmentQur’an 16:69One line of research

When something has helped a little and then stalled, adding a different kind of help often does more than pushing harder on the first one.

That is the thinking behind adding a second medicine with a different action rather than only raising the dose of the first, and it is the same…

Twenty minutesWhen everything feels flatMedical and treatmentQur’an 42:28One line of research

For some young people self-harm carries something besides relief: belonging, recognition, a name for who they are among friends who do the same.

That is uncomfortable to sit with and it changes what helps. If a behaviour is the reason someone feels understood, taking it away without touching…

Twenty minutesWhen everything feels flatParts workQur’an 9:118One line of research

Ask what the behaviour does for them, and then ask how they would like to feel instead. Both questions open more than telling them to stop ever does.

The first question maps what is being managed: numbness, rage, panic, a need to make something visible. The second gives you a goal in their words…

Twenty minutesWhen everything feels flatParts workQur’an 93:5One line of research

The same loss of appetite means very different things in different children. A slight child who was already struggling to gain weight may need a different formulation or a different medicine altogether.

For a sturdy child a smaller lunch is a nuisance. For one with nothing spare it is a reason to change the plan. Non-stimulant options exist and are…

Twenty minutesMedication and how it worksMedical and treatmentQur’an 2:286One line of research