Steve Losh's "Teach, Don't Tell" advocates for a more effective approach to conveying technical information, particularly in programming tutorials. Instead of simply listing steps ("telling"), he encourages explaining the why behind each action, empowering learners to adapt and solve future problems independently. This involves revealing the author's thought process, exploring alternative approaches, and highlighting potential pitfalls. By focusing on the underlying principles and rationale, tutorials become less about rote memorization and more about fostering genuine understanding and problem-solving skills.
Accelerated career growth comes from seeking out high-growth environments, even if it means sacrificing comfort and stability. These environments offer a rapid accumulation of diverse experiences, increased responsibilities, and exposure to a wider range of challenges. This condensed timeframe for learning equates to years of experience gained in traditional settings. While demanding, embracing these opportunities allows individuals to level up their skills, expand their network, and achieve significant career progression much faster. This rapid growth often involves joining early-stage companies or taking on new roles in fast-moving sectors, requiring a proactive approach and a willingness to learn and adapt quickly.
HN commenters largely agree with the author's premise that intense, focused work on challenging projects can accelerate professional growth. Several share personal anecdotes echoing the author's experience, describing rapid skill acquisition through dedicated projects or periods of intense learning. Some caution against burnout and emphasize the importance of deliberate practice and mentorship alongside hard work. A few commenters note that this type of accelerated growth is more common in certain fields like software development, where rapid iteration and readily available feedback loops facilitate faster learning. There's also discussion about the role of luck and being in the right place at the right time, with some arguing that while hard work is essential, opportunity plays a significant role.
The blog post "The Missing Mentoring Pillar" argues that mentorship focuses too heavily on career advancement and technical skills, neglecting the crucial aspect of personal development. It proposes a third pillar of mentorship, alongside career and technical guidance, focused on helping mentees navigate the emotional and psychological challenges of their field. This includes addressing issues like imposter syndrome, handling criticism, building resilience, and managing stress. By incorporating this "personal" pillar, mentorship becomes more holistic, supporting individuals in developing not just their skills, but also their capacity to thrive in a demanding and often stressful environment. This ultimately leads to more well-rounded, resilient, and successful professionals.
HN commenters generally agree with the article's premise about the importance of explicit mentoring in open source, highlighting how difficult it can be to break into contributing. Some shared personal anecdotes of positive and negative mentoring experiences, emphasizing the impact a good mentor can have. Several suggested concrete ways to improve mentorship, such as structured programs, better documentation, and more welcoming communities. A few questioned the scalability of one-on-one mentoring and proposed alternatives like improved documentation and clearer contribution guidelines. One commenter pointed out the potential for abuse in mentor-mentee relationships, emphasizing the need for clear codes of conduct.
Summary of Comments ( 53 )
https://news.ycombinator.com/item?id=43380833
Hacker News users generally agreed with the "teach, don't tell" philosophy for giving feedback, particularly in programming. Several commenters shared anecdotes about its effectiveness in mentoring and code reviews, highlighting the benefits of guiding someone to a solution rather than simply providing it. Some discussed the importance of patience and understanding the learner's perspective. One compelling comment pointed out the subtle difference between explaining how to do something versus why it should be done a certain way, emphasizing the latter as key to fostering true understanding. Another cautioned against taking the principle to an extreme, noting that sometimes directly telling is the most efficient approach. A few commenters also appreciated the article's emphasis on avoiding assumptions about the learner's knowledge.
The Hacker News post "Teach, Don't Tell (2013)" has a moderate number of comments, discussing the linked blog post about the "teach, don't tell" approach in programming and other fields. Many commenters agree with the core principle of guiding someone to a solution rather than simply providing the answer. However, there's significant discussion around the nuances and practical application of this approach.
Several commenters point out the difficulty of balancing teaching with the pressure to deliver quickly, particularly in professional settings. One commenter highlights the importance of gauging the learner's current knowledge and adjusting the teaching style accordingly, suggesting that sometimes "telling" is the most efficient approach. Another emphasizes the need for patience and willingness to invest time in teaching, acknowledging that it might slow down immediate progress but leads to greater long-term gains.
The importance of context is also raised. Commenters note that "teach, don't tell" might not be suitable for all situations, particularly in time-sensitive scenarios or when dealing with highly experienced individuals. One commenter provides an anecdote of a senior engineer preferring direct solutions, highlighting the need to adapt communication styles to the individual.
Some commenters delve into specific methods of effective teaching, suggesting techniques like asking guiding questions, breaking down problems into smaller parts, and encouraging experimentation. The Socratic method is mentioned as a relevant example.
A few commenters express skepticism about the universal applicability of "teach, don't tell," arguing that sometimes simply providing a solution is the most practical approach, especially for simple problems. One comment suggests that blindly following this principle can lead to unnecessary delays and frustration.
Overall, the comments generally support the value of teaching over simply telling, but also acknowledge the practical limitations and the need for flexibility and judgment in its application. They offer valuable insights into the complexities of knowledge transfer and the importance of considering individual learning styles and situational context.