Teaching
None of this is expert advice. It's what people worked out for themselves, usually the hard way — what actually helped, and what they'd tell someone standing where you are. Take what fits and leave the rest.
If you only read a few
Frame tasks as 'not as complicated as you think' rather than 'easy'.
It prevents learners from thinking 'Why can't I get it?' and encourages them to step back and tackle it again.
one person who lived it
Prepare for beginners to remain terrified of difficult terrain even after extended practice.
Some people may never progress beyond easy slopes due to fear of speed and nervousness.
- Based on one person's experience of being terrified and unable to handle red slopes after a week.
one person who lived it
Match your teaching style to the learner's preference by asking how they want to engage.
It ensures you know your audience.
one person who lived it
Require interns or new hires to attempt solving a problem for 10 minutes before asking for help.
It reduces time wasted on easily searchable questions and trains them to be more self-enough.
one person who lived it
Explain why a task is performed a certain way, rather than just how to do it.
This helps the learner understand better and grasp concepts quicker.
one person who lived it
Pause for a second or two after each sentence when explaining rules to allow processing time.
This gives the listener time to process what you just said.
one person who lived it
Slow down your own pace when training new people so they can keep up and understand the process.
If you do not slow down, trainees may get lost.
one person who lived it
Do not start a lesson by claiming it is the hardest thing students will learn.
It tends to intimidate students rather than prepare them.
one person who lived it
Reassure learners that steps can be retraced easily if they make a mistake.
It helps them relax.
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Design new experiences to be as easy and failure-proof as possible to encourage repetition.
Easy first attempts create a sense of enjoyment and success that motivates trying again.
- Some people feel no accomplishment or fulfillment when things are too easy and may become angry.
one person who lived it
Use a demo run or play-through to illustrate rules in context for learners who struggle with abstract rule dumps.
Listening to rules alone can cause eyes to glaze over and minds to shut down, preventing information absorption.
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Avoid using the word 'easy' when teaching to normalize that mistakes are a normal part of the learning process.
It helps students understand that they will also make errors and that it is acceptable.
one person who lived it
Analyze your moves aloud and simulate playing from the learner's perspective as a Socratic teaching method.
This approach is effective for teaching and tutoring.
- Based on one person's preferred method.
one person who lived it
Instruct students to say 'this is fun' instead of 'this is easy'.
To avoid hurting anyone's feelings.
one person who lived it
Never lie to or intentionally withhold information from a new player about game mechanics.
Exploiting their lack of knowledge will likely cause them not to want to play again.
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Allow new skiers to ski solo after initial lessons so they can fall and move at their own pace without causing stress or embarrassment.
Holding back a skilled skier is stressful, and falling in front of others is embarrassing; solo skiing removes these pressures.
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Allow new players to win their first few games by avoiding advanced tactics or obvious throws, ensuring a positive experience that encourages future participation.
It builds confidence and makes them more likely to play again and make connections.
- Do not throw the game obviously, as it is insulting; play transparently instead.
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When a question seems simple, use the opportunity to share new information and broaden the asker's perspective.
A simple question often indicates the asker lacks context that you possess.
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Rent gear for beginners instead of lending your personal equipment.
This ensures they have the right equipment and prevents worry about damage to your gear.
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Have every player verbally explain their own turn actions aloud to confirm understanding before starting the actual game.
This ensures everyone understands the actions on their own.
one person who lived it
Reframe difficulty by stating the task becomes easy only after mastery.
This reassures learners that frustration is temporary and there is hope that it will eventually click.
2 people, independently
Simplify the game by removing complex parts to drill basic concepts before introducing full complexity.
Removing parts makes the game less overwhelming and complex.
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Allow new players to discover game mechanics naturally instead of optimizing immediately.
Instructing them on efficiency turns the joy of discovery into a job.
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Use the phrase 'practice makes permanent' to encourage careful learning.
It encourages students to be more careful about not learning something incorrectly.
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Map out the overall mechanics before explaining individual steps in detail.
It is useful to establish the framework before diving into specifics.
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Revisit beginner materials periodically.
It is useful to gain new perspectives.
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