Blog

Repetition does build learning, but not the way most of us do it. What the research says about spacing and retrieval, in plain language.

Fifteen minutes, hard news, two braced adults. What to say at a parent-teacher conference so the child is the one who benefits from it.

Lining up, switching subjects, coming to dinner. A transition costs more brain energy than the task itself. Here is why, and what helps.

We all say behavior is communication. Here is how to read what a child is actually telling you in the moment, and what to do once you know.

A child who will not start or snaps back can look defiant. Often the brain is overloaded. Here is how to tell the difference and what to do next.

Executive function is the bridge between what kids know and what they can do. What it is, why it is still developing, and how adults can support it.

Repeating a direction rarely helps a stalled student. A ten-second test shows whether the problem is load or reach, and what to do next.

Your child knows what to do and still does not do it. Executive function explains why routines stall, and small changes help them get started.

Understanding a child's brain does not lower the bar. The expectation stays the same while the approach changes. Here is what that looks like.

Why a stressed child or adult cannot think clearly. What neuroscience says about stress, the prefrontal cortex and the amygdala, in plain language.

After 25 years in education, I kept seeing a gap between what we know about the brain and what we ask of kids. Here is why I started this work.