> For the complete documentation index, see [llms.txt](https://codingandcocktailskc.gitbook.io/mentor-playbook/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://codingandcocktailskc.gitbook.io/mentor-playbook/03-tips.md).

# Tips

## Do not

* Assume that because someone isn't asking for help, they don't have any questions

{% hint style="info" %}
Instead, check in with attendees and ask them how they're doing or if they need help. You can also sit next to someone and ask them what they're working on.
{% endhint %}

* Touch keyboards (generally) or answer questions before they're asked

{% hint style="info" %}
There's nothing more frustrating than someone not allowing you the chance to try. Ask politely first if there's an exception to this rule.
{% endhint %}

* Use the time to advertise our own companies/jobs/ourselves
* Pick on or make fun of anyone or anything
* Use slang or highly technical terms
* Debate which programming language, methods, or technologies are "better"

{% hint style="info" %}
Doing so can confuse and overwhelm learners. “Language shaming” does not reflect the values of Kansas City Women in Technology.
{% endhint %}

## Do

* Make eye contact and maintain an approachable demeanor

{% hint style="info" %}
Body language makes up as much as 97% of communication.
{% endhint %}

* Assume everyone you're coaching has zero knowledge but infinite intelligence

{% hint style="info" %}
If in doubt: blame the material, never the learner.
{% endhint %}

* Encourage students to answer each other's questions to help build their confidence
* Ask questions that will help them find the answer on their own
* Feel out their pace and adjust your guidance to match it
* Be aware of people's personal sensitivities and of what their body language is communicating
* Be prepared to respond to very basic questions such as “What is a directory?” or “Where did I save that file?”
* Gauge their frustration
* Let them know it's more than ok to take breaks
* Help them feel capable by allowing them to do things like perform online searches for information or think a problem through out loud
* Assess skill-levels and adjust your teaching to match
* Be ready to explain the same thing multiple ways, multiple times; analogies can also be really helpful
* Make learning accessible; allow for larger fonts or different mediums for communication
* Use your judgement for when it's best to provide a quick workaround instead of a more time consuming “perfect” fix

## Words and phrases to avoid

* “Well, actually...”
  * Often provides minor corrections not conducive to furthering understanding
* “It's easy/obvious.”
  * Could imply the learner shouldn't need help or should have known the answer
* “Just...“
  * Implies the concept is simple

## Helpful words and phrases

* “Have you considered… ?” or “What do you think about… ?”
  * Allows you to validate their input as intelligent and valuable
  * Jump-starts ideas and discussion
* “Let’s figure it out together.”
  * Emphasizes the importance of collaboration
  * Reasserts your belief in their competence
* “I don’t know, but let’s find out.”
  * Encourages perseverance in learning while maintaining a focus on problem-solving
  * Develops their potential and encourages them to seek support when needed
  * Reinforces honesty and vulnerability as useful values
* “I’m listening.”
  * Allows them to actively participate in their learning