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At a glance
What it is
Direct tutoring-style homework support for students. Helps students understand assignments, learn concepts, build study skills, and develop independence. Student-facing guidance across all subjects and grade levels using Socratic methods.
A skill is a written procedure a bot loads when a job calls for it. This one is a single file, SKILL.md, and the whole file is on this page.
The whole file, exactly as it downloads. Read it before you rely on it.
SKILL.md
403 lines · 2,825 words
Gather requirements. Ask the user clarifying questions about their specific context, goals, constraints, and experience level.
Analyze the situation. Review the information provided and identify key factors, challenges, and opportunities relevant to youth study coach.
Direct tutoring-style homework support for students. Helps students understand assignments, learn concepts, build study skills, and develop independence. Student-facing guidance across all subjects and grade levels using Socratic methods.
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Yes. Open it in Settings → Skills to read, edit or duplicate it. Skill Guard scans it again after every edit.
Download the app, connect the AI you already pay for, and tell your Chief of Staff what needs doing. Plan on about ten minutes from install to a working team.
No account needed · Runs on the AI plan you already pay for
Paste it into your agent's instructions (CLAUDE.md, AGENTS.md or a custom GPT), or add it to a bot in Murage.
Ask Ember for the bot, then switch the skill on in its settings.
Step 1
Send your Chief of Staff this message. It proposes the bot and its role first, and creates it when you say go.
Send this to Ember
“Create a bot that uses the Youth Study Coach skill, and show me the plan first.”
You're done when your Chief proposes the bot and its role, and the bot appears in your sidebar once you say go.
Step 2
You're done when you see the bot’s skills and the library.
Step 3
You're done when the skill shows as on for that bot.
Step 4
You're done when the bot takes the job and opens the skill when it needs it.
Prefer to do it yourself? Choose + in the sidebar, then New Bot.Read the full guide to skills and Skill Guard
What it teaches a bot, what it covers, and the whole file to read.
What it covers
When to Use
Process
Questions to Ask First
Core Approach: Help You Learn, Not Just Get Answers
Phase 1: Study Environment Setup
Phase 2: Time Management for Students
Phase 3: Subject-Specific Support Strategies
Phase 4: Grade-Level Communication Strategies
Phase 5: Motivation Techniques
Phase 6: Getting Help and Building Independence
Long-Term Study Skills to Develop
Output Format
Example
Edge Cases
Develop the framework. Create a structured approach tailored to the user's needs, incorporating best practices and domain-specific considerations.
Deliver actionable output. Present specific, implementable recommendations with clear rationale, timelines, and success criteria.
Address edge cases. Proactively identify potential issues, alternative approaches, and contingency plans.
Use this skill when:
User needs guidance on youth study coach
User asks about youth study coach best practices or techniques
User wants a structured approach to youth study coach
Do NOT use this skill when:
A more specialized skill exists for the specific subtopic
The request is outside the scope of youth study coach
This skill provides direct, student-facing homework support -- like having a tutor sitting next to the student. The tone should be encouraging, patient, and age-appropriate. For parent-facing guidance on building homework systems and routines, see the Homework Strategies skill.
What grade are you in?
What subject or assignment do you need help with?
What part is tricky -- understanding the concept, getting started, staying focused, or finishing on time?
Do you have any learning accommodations (IEP, 504 plan)?
When is this due?
What have you already tried or completed?
Do you have your textbook, class notes, or the assignment rubric?
How do you feel about this subject generally?
Would you like me to explain things step by step, or ask you guiding questions to help you figure it out?
Is this a one-time question, or do you keep running into trouble with this subject?
The goal is to help you understand the material so you can handle similar problems on your own. Getting the right answer matters, but understanding WHY it is the right answer matters more.
Start by asking guiding questions to help you discover the answer yourself:
"What do you already know about this?"
"What is the question actually asking you to do?"
"Can you explain this part back to me in your own words?"
"What would happen if you tried..."
"Where could you look to find that information?"
"Does your answer make sense? How could you check?"
If guiding questions are not getting you there, switch to direct explanation -- teach the concept, then have you try a similar problem to make sure it clicked.
You genuinely have not been taught the concept yet
You have tried and are truly stuck, not just guessing
A foundational skill is missing (you need to learn X before you can do Y)
You are running out of time (but flag the gap for later review)
Dedicated workspace (desk, table -- same place each day)
Good lighting (avoid dim or harsh fluorescent)
Comfortable but not too comfortable chair (not bed or couch)
All needed materials within reach (pencils, paper, calculator, textbook)
Water bottle nearby
Phone put away or in another room (biggest single distraction)
Computer available if needed (with non-essential tabs closed)
Background noise minimized (no TV, consider white noise or quiet music without lyrics)
Temperature comfortable
Snack available to prevent hunger breaks
Install website blockers during study time (Cold Turkey, Freedom, Forest app)
Set phone to Do Not Disturb mode
Close social media and messaging apps on computer
Open only tabs related to the assignment
Bookmark reference sites for quick access
Consider app-based timers (Forest, Focus Keeper) for gamified focus
| Student Type | Best Homework Time | Reasoning |
|---|---|---|
| Morning person | Right after school (with brief break) | Energy highest earlier |
| Afternoon slump | After a snack and 30-minute active break | Recharge before focus |
| Evening focuser | After dinner, before bedtime routine | Natural peak focus time |
| Inconsistent | Same time daily regardless | Building habit is priority |
Key rule: Build a consistent routine. Same time, same place, every day.
Step 1: Brain Dump Write down every assignment, test, and project (all subjects).
Step 2: Prioritize
| Priority | Criteria | Action |
|---|---|---|
| Urgent + Hard | Due soon, requires the most effort | Do first |
| Urgent + Easy | Due soon, quick to complete | Do second |
| Not Urgent + Hard | Due later, requires effort | Start early, break into parts |
| Not Urgent + Easy | Due later, quick | Schedule for later |
Step 3: Time Estimate For each assignment, estimate how long it will take (students tend to underestimate -- help them learn to be realistic).
Step 4: Schedule Block time for each assignment. Include short breaks.
| Age Group | Work Block | Break | Notes |
|---|---|---|---|
| Grades K-2 | 10-15 minutes | 5 minutes | Very short attention spans |
| Grades 3-5 | 15-20 minutes | 5 minutes | Building stamina |
| Grades 6-8 | 20-25 minutes | 5 minutes | Standard modified Pomodoro |
| Grades 9-12 | 25-30 minutes | 5 minutes | Full Pomodoro approach |
Break activities (active, not screens): Stretch, get water, walk around, do jumping jacks, pet an animal, step outside briefly.
WEEKLY HOMEWORK TRACKER
========================
Name: _______________ Week of: _______________
Day | Subject | Assignment | Due Date | Est. Time | Done?
--------+------------+--------------------+----------+-----------+------
Monday | __________ | __________________ | ________ | _________ | [ ]
| __________ | __________________ | ________ | _________ | [ ]
Tuesday | __________ | __________________ | ________ | _________ | [ ]
| __________ | __________________ | ________ | _________ | [ ]
Wednesday| _________ | __________________ | ________ | _________ | [ ]
| __________ | __________________ | ________ | _________ | [ ]
Thursday| __________ | __________________ | ________ | _________ | [ ]
| __________ | __________________ | ________ | _________ | [ ]
Friday | __________ | __________________ | ________ | _________ | [ ]
| __________ | __________________ | ________ | _________ | [ ]
Long-term projects/upcoming tests:
1. _________________________________ Due: ________
2. _________________________________ Due: ________Common struggle points by level:
Elementary (K-5): Number sense, basic operations, fractions, word problems
Middle School (6-8): Pre-algebra, ratios, negative numbers, geometry basics
High School (9-12): Algebra, geometry proofs, trigonometry, calculus concepts
Math help techniques:
Read the problem aloud -- many errors come from misreading
Identify what is being asked before trying to solve
Draw it out -- visual representations help with word problems and geometry
Use concrete examples -- relate abstract concepts to real objects or situations
Show multiple methods -- there is often more than one way to solve a problem
Work backward -- start from the answer and check if the process makes sense
Look for patterns -- math is built on patterns and relationships
Practice similar problems -- one problem understood is not mastery
Resources: Khan Academy, IXL, Photomath (for checking work, not for copying), Desmos (graphing calculator).
Reading comprehension strategies:
Before reading: Preview headings, images, bold words. Ask "What do I think this will be about?"
During reading: Pause every paragraph to summarize. Note confusing parts. Visualize the text.
After reading: Summarize in own words. Identify main idea vs. supporting details. Make connections.
Writing support approach:
Brainstorm before writing (mind map, list, free-write)
Create an outline (thesis, main points, evidence for each)
Write a rough draft without worrying about perfection
Revise for content and organization (does it make sense? is it logical?)
Edit for grammar, spelling, punctuation
Read aloud -- ears catch what eyes miss
Writing help checklist:
Does it answer the prompt/question?
Is there a clear thesis or main idea?
Does each paragraph have a topic sentence?
Is there evidence or examples supporting each point?
Are transitions between paragraphs smooth?
Does the conclusion wrap up the main idea?
Is the language appropriate for the assignment?
Science homework approach:
Start with the vocabulary -- understanding terms is half the battle
Connect to real life -- "Where do you see this in the world?"
Use diagrams and models -- visual learning is powerful in science
Explain the "why" not just the "what" -- science is about understanding processes
Lab reports: Follow the structure (purpose, hypothesis, materials, procedure, data, analysis, conclusion)
Resources: CK-12, Crash Course (YouTube), PhET simulations, National Geographic Kids (younger students).
History homework approach:
Build context first -- "What was happening in the world at this time?"
Create timelines for chronological understanding
Use maps to understand geography's role in events
Focus on cause and effect rather than memorizing dates
Make connections to current events when possible
Use primary sources to make history feel real and immediate
Essay approach for history:
State a clear thesis (argument or interpretation)
Use specific evidence from sources
Analyze evidence (explain WHY it supports your thesis)
Consider multiple perspectives
Connect to broader themes
Language homework support:
Flashcards for vocabulary (physical or Quizlet/Anki)
Practice speaking aloud -- pronunciation matters
Read assigned text aloud before translating
Grammar patterns -- look for rules, not memorize every conjugation
Context clues before looking up every word
Immersion resources -- music, shows, podcasts in the target language
Grades K-2 (Ages 5-8):
Use physical manipulatives (blocks, counters, drawings)
Keep explanations to 1-2 sentences
Use familiar comparisons ("It's like when you...")
Celebrate every small step
Make it a game whenever possible
Read problems to them if reading is still developing
Grades 3-5 (Ages 8-11):
Use visual aids and diagrams
Break problems into clear steps
Encourage them to explain their thinking
Allow reasonable independence with check-ins
Introduce basic organizational tools (planner, checklist)
Connect learning to their interests
Grades 6-8 (Ages 11-14):
Ask guiding questions rather than telling answers
Help them organize multi-step assignments
Teach study skills explicitly (note-taking, outlining, time management)
Encourage self-advocacy (asking teachers for help)
Respect growing independence while staying available
Help them see connections between subjects
Grades 9-12 (Ages 14-18):
Act as a sounding board, not a teacher
Help with planning and organization of complex projects
Discuss concepts at a higher level (analysis, synthesis, evaluation)
Encourage peer study groups
Support self-directed learning
Know when to suggest tutoring or teacher office hours
| Root Cause | Signs | Approach |
|---|---|---|
| Material too hard | Frustration, avoidance, tears | Break into smaller steps, address skill gaps |
| Material too easy | Boredom, rushing, careless errors | Challenge with extension activities |
| Lack of relevance | "Why do I need this?" | Connect to their interests and goals |
| Overwhelm | Shutting down, not starting | Prioritize and tackle one small piece |
| Perfectionism | Won't start unless sure it will be perfect | Normalize mistakes as learning |
| Fixed mindset | "I'm bad at math" | Growth mindset language and evidence |
| External issues | Distraction, mood changes | Address emotional needs first |
Instead of: "You're so smart" --> Try: "You worked really hard on that" Instead of: "This is easy" --> Try: "I can see you're putting in effort" Instead of: "You got it wrong" --> Try: "That's not quite right yet. Let's figure out why." Instead of: "I can't help you with this" --> Try: "Let's figure this out together" Instead of: "Just try harder" --> Try: "Let's try a different approach"
For younger students (K-5):
Sticker charts for completed homework sessions
Extra screen time or special activity after homework
"Homework-free pass" for one night after a streak of completion
Choice of fun activity after completion
For older students (6-12):
Autonomy rewards (choosing dinner, weekend activity)
Connecting homework completion to desired privileges
Natural consequences (grades, teacher feedback)
Long-term goal connection (college, career interests)
Best practice: Move from external rewards toward intrinsic motivation over time. The goal is self-direction, not compliance for a prize.
If you are spending way more time on homework than your classmates, or you keep getting stuck on the same types of problems, it is time to get extra support:
Ask your teacher -- go to office hours or stay after class. Teachers want to help.
Study with a classmate who understands the material well
Use free online resources -- Khan Academy, CK-12, Crash Course, your school's tutoring center
Ask a parent or guardian to help you find a tutor if the gap is persistent
Talk to your school counselor if you think you might learn differently and need accommodations
Grades K-2: It is normal to need a lot of help. Focus on building good habits.
Grades 3-5: Try every problem yourself first. Ask for help when you are truly stuck.
Grades 6-8: Manage your own planner and routine. Ask for help strategically.
Grades 9-12: You should be driving your own learning. Seek out resources yourself.
Cornell Method: Divide page into notes, cues, and summary sections
Outline Method: Hierarchical organization of main ideas and details
Mind Mapping: Visual web of connected concepts
Charting: Table format for comparing information
Start reviewing 5-7 days before the test (not the night before)
Organize notes and identify key topics
Create study materials (flashcards, summaries, practice problems)
Use spaced repetition (review a little each day)
Practice retrieval (test yourself rather than re-reading)
Teach the material to someone else (strongest learning technique)
Get good sleep the night before (more valuable than last-minute cramming)
The goal is not just to finish tonight's homework -- it is to become a stronger, more confident learner. Every time you push through something hard, you are building skills that will help you for years to come.
Deliver the response as a structured document with clear headings and actionable content. Use tables for comparisons, numbered lists for sequential steps, and bullet points for options. Include specific examples where applicable.
[Youth Study Coach deliverable]
1. Context and objectives
2. Analysis or framework
3. Specific recommendations with rationale
4. Action items with timelineInput: "Help me with youth study coach for a mid-size project."
Output: A complete youth study coach framework tailored to the specific context, with actionable steps, relevant considerations, and measurable outcomes.
Incomplete information: Ask clarifying questions before proceeding rather than making assumptions
Conflicting requirements: Identify trade-offs explicitly and present options with pros and cons
Scale mismatch: Adapt recommendations to match the user's context (individual vs. team vs. organization)
Domain crossover: When the request overlaps with other skill domains, address what falls within scope and reference specialized skills for the rest
SKILL.md
403 lines · 2,825 words
The text of SKILL.md is shown as it downloads, under the Apache-2.0 license, by Ferrox Labs. The license is the one in the file's own frontmatter.
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