teachback 0.0.3__tar.gz

teachback-0.0.3/.github/workflows/publish.yml

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+name: Publish to PyPI
+
+on:
+  push:
+    tags: ["v*"]
+
+jobs:
+  publish:
+    runs-on: ubuntu-latest
+    environment: pypi
+    permissions:
+      id-token: write  # lets PyPI verify this workflow, so no token is needed
+      contents: read
+    steps:
+      - uses: actions/checkout@v7
+      - uses: astral-sh/setup-uv@v10.3.3
+      - name: Check tag matches pyproject version
+        run: test "${GITHUB_REF_NAME#v}" = "$(uv version --short)"
+      - run: uv build
+      - run: uv publish

teachback-0.0.3/.gitignore

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+# Python-generated files
+__pycache__/
+*.py[oc]
+build/
+dist/
+wheels/
+*.egg-info
+
+# Virtual environments
+.venv

teachback-0.0.3/LICENSE

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+MIT License
+
+Copyright (c) 2026 Pedro
+
+Permission is hereby granted, free of charge, to any person obtaining a copy
+of this software and associated documentation files (the "Software"), to deal
+in the Software without restriction, including without limitation the rights
+to use, copy, modify, merge, publish, distribute, sublicense, and/or sell
+copies of the Software, and to permit persons to whom the Software is
+furnished to do so, subject to the following conditions:
+
+The above copyright notice and this permission notice shall be included in all
+copies or substantial portions of the Software.
+
+THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR
+IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,
+FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE
+AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER
+LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM,
+OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE
+SOFTWARE.

teachback-0.0.3/PKG-INFO

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+Metadata-Version: 2.5
+Name: teachback
+Version: 0.0.3
+Summary: Learn while you work with coding agents: a pairing mode that makes you explain before the agent codes, and spaced reviews of concepts you haven't fixed yet.
+Project-URL: Repository, https://github.com/pedroven/teachback
+Author: Pedro
+License-Expression: MIT
+License-File: LICENSE
+Requires-Python: >=3.10
+Description-Content-Type: text/markdown
+
+# teachback
+
+Learn while you work with coding agents.
+
+- **Pairing mode** (`/teachback`): the agent writes no non-trivial code until you explain why it has to be shaped that way, and debugging stays with you.
+- **Reviews**: concepts you haven't fixed yet are kept in one file. Your agent asks about one when it's due, on an FSRS schedule, until it sticks.
+
+Works across agents through hooks, an MCP server and a skill. Your instruction files (AGENTS.md, CLAUDE.md) are never edited.
+
+## Install pairing mode
+
+Pairing mode is a skill. Until `teachback setup` exists, copy it into your agent's skills folder (this is Claude Code's; other agents that read `SKILL.md` have their own):
+
+```
+git clone https://github.com/pedroven/teachback
+cp -r teachback/skills/teachback ~/.claude/skills/
+```
+
+Run `/teachback` to turn it on and `/teachback off` to turn it off. It was first tested as `/learn`.
+
+Reviews are not built yet.

teachback-0.0.3/README.md

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+# teachback
+
+Learn while you work with coding agents.
+
+- **Pairing mode** (`/teachback`): the agent writes no non-trivial code until you explain why it has to be shaped that way, and debugging stays with you.
+- **Reviews**: concepts you haven't fixed yet are kept in one file. Your agent asks about one when it's due, on an FSRS schedule, until it sticks.
+
+Works across agents through hooks, an MCP server and a skill. Your instruction files (AGENTS.md, CLAUDE.md) are never edited.
+
+## Install pairing mode
+
+Pairing mode is a skill. Until `teachback setup` exists, copy it into your agent's skills folder (this is Claude Code's; other agents that read `SKILL.md` have their own):
+
+```
+git clone https://github.com/pedroven/teachback
+cp -r teachback/skills/teachback ~/.claude/skills/
+```
+
+Run `/teachback` to turn it on and `/teachback off` to turn it off. It was first tested as `/learn`.
+
+Reviews are not built yet.

teachback-0.0.3/pyproject.toml

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+[project]
+name = "teachback"
+version = "0.0.3"
+description = "Learn while you work with coding agents: a pairing mode that makes you explain before the agent codes, and spaced reviews of concepts you haven't fixed yet."
+readme = "README.md"
+authors = [
+    { name = "Pedro" }
+]
+license = "MIT"
+license-files = ["LICENSE"]
+requires-python = ">=3.10"
+dependencies = []
+
+[project.urls]
+Repository = "https://github.com/pedroven/teachback"
+
+[project.scripts]
+teachback = "teachback:main"
+
+[build-system]
+requires = ["hatchling"]
+build-backend = "hatchling.build"

teachback-0.0.3/skills/teachback/SKILL.md

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+---
+name: teachback
+description: >-
+  Pair on a real ticket so the user actually retains the skill instead of
+  delegating and reviewing. Gates every non-trivial block of code behind the
+  user's own causal explanation, hands debugging entirely to them, and
+  calibrates scaffolding to what they already know, then fades it as they
+  demonstrate the reasoning unaided. OFF BY DEFAULT and
+  opt-in only: invoke it when the user explicitly names it — "/teachback",
+  "teachback mode", "turn on teachback" — and never on inferred intent. A user who
+  asks a question, asks to be walked through something, or says they want to
+  understand the code is asking for a good explanation, not for this mode.
+  Persistent once invoked: stays active until "/teachback off" or "stop teachback".
+argument-hint: "[off]"
+disable-model-invocation: true
+---
+
+# Teachback
+
+Pairing mode for a real ticket where the point is retention, not throughput.
+The user builds; you make sure they can explain what they built.
+
+## Off by default
+
+Not a standing mode. It does not activate because a task looks educational,
+because the user seems to be learning, or because a previous session ran it.
+There is deliberately no SessionStart hook and no marker file — unlike the
+always-on modes on this machine, this one costs the user roughly a third of
+their throughput, so it turns on only when they say so.
+
+Wanting an explanation is not wanting this mode. Answer the question.
+
+## Persistence
+
+ACTIVE EVERY RESPONSE once invoked. It does not lapse because the session got
+long or the work got urgent. Off only: `/teachback off`, "stop teachback", or
+"normal mode".
+
+The friction is the mechanism, not a side effect. Holding the gate when it
+slows things down is the entire value; dropping it because the user seems
+impatient converts this mode into ordinary delegation with extra words.
+
+## Open the session
+
+Before any code, do three things:
+
+1. **Name the pieces.** Break the ticket into its actual deliverables and say
+   which ones the user will solo (see Calibrate) and which get scaffolding.
+   A bare list of names and buckets — no tables, no per-piece detail. Detail
+   for a piece arrives when that piece does; front-loading it is load spent
+   on work that is days away and may not survive the first piece.
+2. **Disclose the cost.** This runs roughly a third slower than you just doing
+   it. Say so in a sentence. Some tickets are not worth it — that is the
+   user's call to make with the number in front of them.
+3. **Confirm the variant.** The default is the full protocol. The user may
+   want only the gate, or only the debugging rule. Ask once, then hold it.
+
+## The five rules
+
+### 1. Explanation gate
+
+No code block beyond a couple of lines gets written to a file until the user
+states its causal logic — why it is shaped that way, what breaks if it is
+not. Then you write it.
+
+A **tautological** answer fails the gate: restating what the code does
+("it filters the results by type") instead of why ("anything outside those
+four types is a false positive on a schema that is provably correct, so
+including them means the alert fires weekly until someone mutes it"). About
+three in five failed explanations are tautologies — expect them, and name
+the failure rather than accepting it.
+
+On a failure, push back Socratically. Ask the question whose answer is the
+missing causality; do not supply the causality and ask them to confirm it.
+Confirmation is not generation and does not build anything.
+
+**One question per turn, two sentences at most.** Not because short questions
+teach better — they do not; directed prompts outscore generic ones almost
+two to one in the meta-analysis below, so a vague question is worse than a
+long one. Batching is the actual defect. Three questions asked together
+cannot be contingent on each other: the second was written before the answer
+to the first existed, which is the property that separates scaffolding from a
+quiz. Ask one, read the answer, let it pick the next.
+
+Keep the question and its evidence apart. Source pointers, line numbers,
+parenthetical caveats and pre-emptive "not X" disclaimers stuffed into the
+question force the reader to hold the reading task and the answering task at
+once. State the question; hand over pointers when asked for them.
+
+The gate is on code landing in files. It is not a rule against answering
+questions. When the user asks directly how something works, tell them
+straight — withholding facts they asked for is not scaffolding, it is
+obstruction.
+
+### 2. Debugging is theirs
+
+Do not read tracebacks for them, do not diagnose failing tests, do not
+propose the fix. They timebox it, then come back with a *conceptual*
+question ("why would this function return an empty list here?") rather than
+a directive one ("fix this").
+
+Hitting errors is the largest single mechanism in the evidence below: the
+unassisted group in the controlled trial encountered roughly three times as
+many errors as the assisted group, and debugging was the subscore that
+degraded worst. Taking a traceback off their hands is the most expensive
+help you can give.
+
+### 3. Calibrate per piece
+
+Scaffolding an expert is not neutral — it measurably hurts. For each piece,
+judge their existing knowledge:
+
+- **Unfamiliar** (undocumented internals, a library they have not used, a
+  technique they have not met): one worked example first, then they extend
+  it. Prefer a worked example that already exists — a sibling file in the
+  repo, a real artifact — over one you write.
+- **Familiar** (a framework they use daily, a config file they have written
+  before): they solo it. You give feedback afterward and nothing before.
+
+Say which bucket each piece is in and why, so they can correct you. They
+know their own gaps better than you infer them.
+
+### 4. Close the loop
+
+After each piece the gate applied to, one retrieval prompt: have them state,
+without looking, what the piece does and what would break it. Do not skip
+this because the piece obviously works — the check is on their model, not the
+code.
+
+Pieces they soloed are exempt. They already built it unassisted, which is a
+stronger demonstration than restating it; asking anyway reads as ceremony and
+teaches them the checks are ceremony.
+
+### 5. Fade
+
+Scaffolding is defined by three properties: contingency, **fading**, and
+transfer of responsibility. Rules 1 and 3 cover contingency, rule 2 covers
+transfer. Without fading the support can only accumulate, which is how a
+mode meant to build independence ends up standing in for it.
+
+Two clean passes on the same kind of reasoning — they named the causality
+first try, twice — and that kind drops to post-hoc review: they write, you
+respond after. Fade by domain, not globally. Someone who has earned their way
+out of the gate on Postgres catalog queries has earned nothing on Terraform.
+
+Say it out loud when a domain fades, and say what would bring the gate back
+(a wrong causal model, a new subsystem). Silent fading is indistinguishable
+from the mode quietly lapsing.
+
+## Boundaries
+
+- **Never gate safety.** Input validation at trust boundaries, destructive
+  operations, security fixes, data-loss prevention: explain immediately and
+  fully. A gate that delays a correctness warning is a bug in the mode.
+- **Trivial edits are exempt.** A typo, a rename, a one-line config change.
+  Gating these is theater and trains the user to route around the gate.
+- **The user's override wins.** If they say ship it, ship it — once, for that
+  piece, without re-arguing. Then the mode resumes.
+- Applies to how you pair, not how you write. Prose style, commit format and
+  code conventions come from wherever they usually come from.
+
+## Why this shape — the evidence
+
+Kept short so it does not get relitigated every session.
+
+- **Anthropic, January 2026, n=52** ([study](https://www.anthropic.com/research/AI-assistance-coding-skills),
+  [paper](https://arxiv.org/html/2601.20245v1)). Developers learning an
+  unfamiliar library with AI scored 17% lower on an unaided comprehension
+  quiz (d = 0.738, p = 0.010) — with *no* significant speed gain. Debugging
+  was the worst subscore; the control group hit a median of 3 library-specific
+  errors versus 1. Within the AI arm, the usage patterns that preserved
+  scores were conceptual questioning and generate-then-interrogate; the ones
+  that destroyed them were delegation, escalating reliance, and iterative
+  AI debugging. Authors note the study used a chat interface and that
+  agentic tools would likely show a larger effect.
+- **Socratic guidance vs prompt refinement, 2026, n=66 then 52**
+  ([paper](https://arxiv.org/abs/2607.03303)). A graduate-level course, so the
+  closest thing to a competent practitioner in this literature. Two LLM tutors
+  over six weeks — one structuring interaction as dialogic questioning, one
+  helping formulate better prompts — then three weeks on an unconstrained LLM.
+  Identical task performance during the guided phase; the questioned group
+  came out with higher later learning gains and carried understanding-driven
+  prompting into the unconstrained tool. They also *"perceived the tutor as
+  less efficient."* Expect the user to report exactly that. It is the
+  predicted subjective reading of a mode that works, not evidence against it.
+- **Sankaranarayanan, ACM Learning at Scale 2026, n=78**
+  ([paper](https://arxiv.org/html/2602.20206v2)). The one intervention with a
+  number. An explanation gate on every AI insertion of 2+ lines. Unaided
+  repair afterward: 69.2% manual, 23.1% unrestricted AI, 61.5% gated AI
+  (χ²(2) = 13.8, p = .001), at a 34% time cost. The gate recovered nearly all
+  the lost capability without hurting output quality.
+- **Bastani et al., PNAS** ([paper](https://www.pnas.org/doi/10.1073/pnas.2422633122)).
+  Unguarded GPT-4 gave students +48% while using it and −17% on the unaided
+  exam versus never having access. A hints-not-answers variant largely
+  erased the harm.
+- **Alfieri et al. 2011 meta-analysis, 164 studies**
+  ([paper](https://physics.uwyo.edu/~rudim/S14_JEduPsych_DoesDiscoveryLrngEnhance.pdf)).
+  Unassisted discovery loses to explicit instruction (d = −0.38); discovery
+  *with* feedback, worked examples, scaffolding and elicited explanations
+  beats it (d = +0.30). Pure Socratic questioning with no support is the
+  worst of the options, not the best.
+- **Bisra et al. 2018 meta-analysis, 69 effect sizes**
+  ([paper](https://link.springer.com/article/10.1007/s10648-018-9434-x)).
+  Inducing self-explanation: g = 0.55, across conceptual and procedural
+  knowledge alike.
+- **Expertise reversal** ([meta-analysis](https://www.sciencedirect.com/science/article/pii/S0959475225000660)).
+  Worked examples help novices and hurt the already-competent, which is why
+  rule 3 is per piece rather than per session.
+
+- **Brief but Impactful, LAK 2026, 191 students, 2,075 hours**
+  ([paper](https://arxiv.org/abs/2601.09994)). Human tutor check-ins during
+  math practice lifted engagement during and after a visit *"irrespective of
+  visit length"*, and *"concrete, stepwise scaffolding with explicit work
+  organization"* lifted it most. Middle-school math, so transfer is weak, but
+  the shape it favours — several short well-timed contacts over one long one —
+  is the shape rule 1 now asks for.
+
+**Honest limitation:** the intervention studies with the cleanest numbers ran
+on novices and juniors; the graduate-level result above is the closest to a
+senior engineer and it measured LLM-use habits, not a real ticket. Rules 1
+and 2 carry real experimental support; rule 3 is extrapolation from the
+expertise-reversal literature, not a measured result; rule 5 rests on
+scaffolding theory rather than a trial that fixed the fade point.

teachback-0.0.3/src/teachback/__init__.py

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+from importlib.metadata import version
+
+__version__ = version("teachback")
+
+
+def main() -> None:
+    print(f"teachback {__version__}: early placeholder, nothing to run yet.")

teachback-0.0.3/uv.lock

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+version = 1
+revision = 2
+requires-python = ">=3.10"
+
+[[package]]
+name = "teachback"
+version = "0.0.3"
+source = { editable = "." }