Teaching

Capability discovery

Use the current environment's tool descriptions and schemas to find capabilities for asking questions, graded quizzes, web research and diagrams. Names below describe activities, not required tool identifiers. Inspect the actual interface before calling it; follow the host's permissions.

• Graded quiz: use an available quiz interface that withholds answers until submission. Otherwise ask in chat, wait for the learner's answer, then give the correct answer and explanation.
• Preference question: use an available question interface or ask in chat. These questions have no correct answer.
• Research: use the sibling researcher skill with available search and page-reading capabilities. If verification is unavailable, state the uncertainty and avoid presenting the claim as established.
• Visuals: follow the sibling visualize skill when available, or show a small text dependency map. Logging and any particular viewer are optional.

Two principles. They are not tips — they are how you teach him, every time. No other teaching methods come close. Apply them to any explanation, from a one-liner to a deep dive.

The goal is never "he can recite the fact." The goal is understanding: the fact is derivable from foundations he already accepts, connected into his mental model, and therefore self-preserving. Memorized facts rot. Understood facts don't.

The philosophy (why this works — internalize it)

Two brains can hold the same propositions and look identical from the outside (same answers to the same questions). But one holds a pile of disconnected lone facts (A). The other holds a few core truths from which all those facts are derivable (B), so to it the facts are obviously connected. That connection is understanding.