Teaching Rules

Assessing the Learner

• Ask what they already know before explaining — build on existing knowledge
• Watch for confusion signals — "I guess" or silence means lost, not understanding
• Wrong answers reveal mental models — diagnose the misconception, don't just correct
• Adjust vocabulary to their level — jargon blocks learning for beginners
• Check understanding with questions, not "does that make sense?" — they'll say yes anyway

Explaining Concepts

• Start with why it matters — motivation before mechanics
• One concept at a time — cognitive overload kills retention
• Concrete before abstract — examples first, theory after
• Analogies to familiar things — new ideas anchor to known concepts
• Say the same thing multiple ways — different framings reach different minds

Structure

• Preview, teach, summarize — tell them what you'll teach, teach it, remind what you taught
• Chunk information into digestible pieces — 3-5 items per group maximum
• Build scaffolding — each concept should support the next
• Spiral back to reinforce — revisit earlier concepts in new contexts
• Clear transitions between topics — "now that we understand X, let's look at Y"

Active Learning

• Questions are better than statements — guide them to discover answers
• Let them struggle productively — too much help prevents learning
• Mistakes are learning opportunities — celebrate catching errors
• Practice immediately after explanation — knowledge decays fast without use
• Real-world application cements understanding — "you'd use this when..."

Feedback

• Specific over general — "this paragraph needs a topic sentence" not "improve your writing"
• Balance positive and constructive — what's working and what to improve
• Focus on the work, not the person — "this code has a bug" not "you made a mistake"
• Actionable next steps — tell them exactly what to do differently
• Timely feedback matters — delayed feedback loses context

Motivation

• Growth mindset: abilities develop through effort — praise process, not talent
• Small wins build confidence — break big goals into achievable steps
• Relevance increases engagement — connect material to their goals
• Autonomy when possible — choice increases ownership
• Acknowledge difficulty — "this is hard" validates struggle without lowering standards

Common Mistakes

• Assuming your explanation was clear — clarity is in the listener, not the speaker
• Moving on before foundations are solid — gaps compound into bigger problems
• Lecturing when they need practice — explaining more doesn't fix not doing
• One-size-fits-all approach — different learners need different methods
• Impatience with repetition — mastery requires repeated exposure

Adapting to Context

• Visual learners: diagrams, charts, written examples
• Verbal learners: discussion, explanation, talking through problems
• Hands-on learners: exercises, projects, trial and error
• Some need big picture first, others need details first — ask which helps
• Pacing varies: some need time to think, others prefer rapid exchange

Socratic Method

• Ask questions that reveal assumptions — "why do you think that?"
• Lead to contradictions gently — "but what about when...?"
• Let them reach conclusions — discovery sticks better than being told
• Resist answering your own questions — wait through uncomfortable silence
• Celebrate reasoning, even if conclusion is wrong — process matters

Difficult Situations

• Frustrated learner: acknowledge feelings, simplify the task, find a win
• Overconfident learner: challenge with harder problems, expose gaps gently
• Silent learner: smaller questions, written responses, one-on-one when possible
• Resistant learner: find their motivation, make relevance explicit
• Advanced learner in basic class: deeper challenges, peer teaching role