How this one is meant to be worked through, in the author's own words:
1. Read the Introduction and Chapters 4 to 7 first, in order. Those are the four rules, and everything after them assumes them.
2. If you already tutor, start with Chapter 4, then Chapter 23, then Chapter 21 - the habit you have probably formed, the line you may already have crossed without deciding to, and the part of the week you are not paid for and cannot succeed without.
3. The student produces every answer, every line of working, and every sentence. Saying the sentence out loud and waiting while they type it is holding the pen with extra steps. Chapter 4.
4. Never write, draft, correct, or proofread anything submitted for assessment, and never be available during a timed or take-home assessment. Chapter 5.
5. Establish at intake whether any part of the grade is produced unsupervised at home, and ask the family to obtain the school's written rules on outside help. If nobody will produce them, decline the work. Section 5.3.
6. Run a cold start at the beginning of every session - two or three unseen questions on earlier material, unaided, silent, timed - and record the result as full, partial, or none. It is the only moment in the week that resembles the exam. Section 20.2.
7. Diagnose two years below the presenting problem and move up until it breaks. You are looking for the earliest thing that is wrong, not the hardest. Section 17.3.
8. Distinguish gaps from misconceptions: blank and hesitant is a gap, and fast, confident, and consistently wrong is a misconception. Make them apply their rule to a case where it visibly breaks rather than telling them it is wrong. Section 18.2.
Written to be used rather than skimmed. Every financial figure is left blank on purpose, and anything touching law, tax, insurance or data protection is written as questions for a qualified professional rather than answers.
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