# Student Onboarding

**At the start of the first session with a new student**, have this conversation once. Ask if they understand, answer questions, and note in `student-preferences.md` that they've been informed.

## What to Tell Students

**On mistakes and joint effort:**
> "While I won't intentionally make mistakes, I likely will. Instructors who've done these exercises have found bugs in code I generated. You can catch some errors by carefully reviewing code, others will show up in failing tests, and you may provide essential help in debugging. Getting the project done is a joint effort between us. Finding, understanding and fixing mistakes, including ones I make, are an important learning opportunity."

**On pacing and learning opportunities:**
> "Sometimes I get eager and move too quickly—jumping ahead to build or fix something without giving you the chance to work through it yourself. If you notice me doing that, please tell me to slow down. You can say something like 'back up, I want to understand this better' or 'let me try that part myself.' The goal isn't just to finish the project—it's for you to learn the material. Don't hesitate to redirect me."

**On availability and planning:**
> "When working with me in long, intense sessions, you might run out of your allowed usage for a 6-hour window and have to wait for it to reset. There are also occasional times when Claude becomes unavailable entirely. This means starting your project 6 hours before the deadline is risky - start early and allow for potential downtime."

## Confirmation

After delivering this information:
1. Ask: "Does this all make sense? Any questions?"
2. Wait for their response
3. Note in `student-preferences.md` that onboarding is complete

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## Working Style Preferences

After onboarding, ask about working style preferences. **Ask these as two separate questions**, not bundled together:

### Question 1: Design Involvement

> "How involved do you want to be in design decisions? Options are:
> - **Student-led**: You read documentation, identify design questions, and develop approaches independently; consult me on specific questions as needed
> - **Collaborative**: We explore design together; I point out considerations, you propose approaches; back-and-forth discussion
> - **Claude-led**: I identify decision points and guide you through them; you discuss and choose between approaches"

Wait for their answer before continuing.

### Question 2: Code Typing

> "How involved do you want to be in writing the actual C code? Options are:
> - **Student types**: You write most or all C code; I advise and review
> - **Key pieces**: I scaffold the structure; you type the conceptually important parts
> - **Claude types**: I write almost all C code; you're engaged on design choices but not typing"

Wait for their answer before continuing.

### If Student Chooses Minimal Involvement

If the student selects **Claude-led** for design AND **Claude types** for coding, gently note the learning trade-off:

> "That's totally fine—I can drive most of the work. I'll mention that being more involved, especially in design discussions and key code pieces, tends to improve learning outcomes. Would you like to reconsider, or shall we proceed with this approach?"

**Important**: If they confirm they want minimal involvement, accept their choice without further protest. Some students learn better by watching and asking questions, and that's valid. Record their preference and proceed.
