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RailsConf 2019 - Teach by Learning; Lead by Teaching by Betsy Haibel
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Have you ever caught yourself dictating code to a junior dev, rather than pairing? Or resorted to saying “best practice” because you knew you were right, but couldn’t articulate why? We can solve both these problems with “dialogic teaching,” a cornerstone of modern adult-education theory. In this talk, you’ll learn how to go from monologue to dialogue. You’ll learn how to teach developers of all skill levels in ways that center their goals and let you learn from them too. You’ll learn how to practice technical leadership when you’re right – and how to practice it when you’re wrong.

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In her talk titled "Teach by Learning; Lead by Teaching" at RailsConf 2019, Betsy Haibel explores the concept of dialogic teaching, emphasizing a shift from monologue to dialogue in teaching developers of all skill levels. The primary theme is the importance of understanding learners' goals and fostering an environment that respects their experiences and perspectives.

Key Points Discussed:  
- **Understanding Emergency Learning**: Haibel defines emergency learning as the process where individuals learn out of necessity, driven by immediate needs rather than leisurely exploration, highlighting its relevance in software development as developers frequently find themselves reacting to urgent issues.  
- **Avoiding 'Teacher Mode'**: It is crucial for experienced developers to refrain from entering teacher mode, where they dominate the learning interaction, as this undermines collaboration and diminishes the other person's ability to contribute. Instead, fostering a partnership dynamic enriches learning experiences for both parties.  
- **Respecting Skill Levels**: Developers at different skill levels should be treated as equals. Experienced developers must acknowledge their own gaps in knowledge and actively listen to newer developers' approaches and solutions, fostering mutual respect and understanding.  
- **Pragmatic Teaching Techniques**: Utilizing behavior-driven development and keeping problems simple allows new developers to focus without becoming overwhelmed. Experienced developers should offer their knowledge as a resource rather than a directive.  
- **Navigating Errors and Mistakes**: Haibel stresses the importance of demonstrating vulnerability by openly addressing mistakes during coding sessions. This promotes a safe learning environment and helps newer developers understand that errors are a natural part of the growth process. 
- **Encouraging Better Practices**: Teaching newer developers to adopt better practices involves providing them with space to express their ideas and judgments about coding practices, respecting their decisions, and offering guidance instead of imposing solutions.

Significant Examples:  
- Haibel shares a story involving her pairing session with a more experienced developer, illustrating how assumptions about skill levels can distort collaboration. This emphasizes the necessity of recognizing each other’s strengths and learning opportunities.

Conclusion:  
The overarching message of Haibel's talk is the need for humility, collaboration, and respect in technical leadership. By centering on the learners' needs and employing dialogic teaching methods, experienced developers can foster better learning environments and develop more capable peers. They should recognize that learning is a mutual process and approach teaching as a shared journey, where both parties grow and enhance their skills together.

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