RAYGUN in the Wild

First Attempt

"I'm grinding through this bug. Let me try the interrupt: 3 breaths, drop the story.

What's the actual constraint? NOT 'I can't find the bug' (that's the story). But: 'I've checked API responses, database state, and logs—none show the issue.'

Can I treat this as puzzle? What's the smallest experiment?

Experiment: What if the bug isn't in the code I'm looking at? Test: Comment out entire suspect function, see if issue persists.

[Runs test] Issue persists. So bug is NOT in that function.

Holy shit, that narrowed it down. I feel lighter. This is experimenting vs grinding."

Pattern Emerging

"Now I catch myself grinding faster. When I'm re-running the same test for the 5th time, I notice: 'I'm grinding.'

Interrupt. What haven't I tested yet?

Experiment: Check the caching layer (hadn't considered that yet).

[Finds bug in cache invalidation]

The shift: From 'force myself to find it' to 'what small test reveals new information?' Each failed test is data, not failure."

Integration

"Debugging is now my favorite part of the job. Every bug is a puzzle.

When I get stuck, I ask: 'What's the smallest test that would surprise me?'

The bugs I can't solve immediately are the INTERESTING ones. I get fascinated instead of frustrated.

Teammates notice: 'You seem calmer during production issues.' Yeah, because I'm experimenting, not grinding."

First Attempt

"I'm grinding through this lesson plan. They're bored, I'm frustrated.

Interrupt. What's the actual constraint? NOT 'students don't care about math' (story). But: 'Students don't see why quadratic equations matter to THEM.'

Can I treat this as puzzle? What's the smallest experiment?

Experiment: Open class with question: 'What's something you're curious about that involves curves?' (Skateboard ramps, basketball trajectories, etc.)

[Students actually engage]

Then: 'Let's figure out the math behind that.' Connect quadratic equations to THEIR curiosity.

This feels different. I'm curious about what they're curious about."

Pattern Emerging

"Now I start every lesson with: 'What are you curious about?'

When lesson plan falls flat, I notice grinding ('they should care'), interrupt, and ask: 'What would make THIS material fascinating to THEM?'

Small experiments:

• Competitive problem-solving (gamify)
• Real-world applications (student choice)
• Let them teach each other (peer learning)

Not all experiments work, but I'm learning what resonates."

Integration

"Lesson planning is now tinkering, not forcing.

I ask: 'What constraint are my students facing?' (Boredom? Confusion? Relevance?)

Then design smallest experiment to test: 'Would THIS approach address it?'

Students notice: 'You seem to actually care if we get this.' Yeah, because I'm treating teaching as experiment, not performance. I'm curious what works."

First Attempt

"I'm in the cereal aisle, my 3-year-old is screaming because I won't buy Sugar Bombs. I'm grinding: 'They need to learn, I can't give in.' 30 people watching.

Interrupt. 3 breaths. What's the actual constraint? NOT 'they won't behave' (that's the story). But: 'They're overstimulated, tired from errands, and can't regulate yet.'

Can I treat this as puzzle? What's the smallest experiment?

Experiment: Crouch to their eye level. 'I see you really want those. You're frustrated. We're going to leave soon, but first—can you help me find the oatmeal?'

[Kid pauses, sniffles, points at shelf]

Holy shit. The shift wasn't in THEM—it was in ME. I moved from 'control this behavior' to 'what do they need right now?'"

Pattern Emerging

"Now I catch myself grinding before the tantrum fully escalates. When I feel that 'they should...' thought, I interrupt.

What constraint are THEY facing? Usually: Tired, hungry, overstimulated, or can't communicate what they need.

Small experiments:

• Bring snacks (prevents hunger meltdowns)
• Plan errands when they're rested
• Give choices: 'Red cart or blue cart?'
• Name their feelings: 'You're frustrated'

Not all experiments work, but I'm learning their patterns."

Integration

"Parenting is now tinkering with constraints, not enforcing compliance.

When meltdown starts, I ask: 'What constraint are they experiencing right now?' (Too much stimulation? Need autonomy? Hungry?)

Then design smallest experiment: 'Would THIS address it?'

Other parents notice: 'You seem so calm during tantrums.' Yeah, because I'm experimenting with THEIR needs, not grinding against their behavior."

First Attempt

"Staring at blank page for 2 hours. Cursor blinking. Nothing. I'm grinding: 'Just write SOMETHING, force it out.'

Interrupt. What's the actual constraint? NOT 'no ideas' (I have 20 ideas). But: 'Trying to write perfect first sentence.'

Can I treat this as puzzle? What's the smallest experiment?

Experiment: Write the WORST possible first sentence. Make it deliberately terrible.

[Types: 'This story sucks and you'll hate it because it's about a boring person doing boring things.']

[Laughs. Keeps typing. Bad sentences become okay sentences. Okay sentences reveal the actual story.]

Wait. I'm writing. The constraint wasn't 'no ideas'—it was permission to write badly first."

Pattern Emerging

"Now when I hit blank page resistance, I notice: 'I'm grinding for perfection.'

Interrupt. What's the smallest experiment?

Experiments I've tried:

• Write for 5 minutes without backspace key
• Start with dialogue only (no description)
• Write the scene I'm AVOIDING (usually that's the one that matters)
• Dictate into voice memo while walking

Some work better than others. Voice memo unlocked 2,000 words yesterday."

Integration

"Writing is now experimenting with emergence, not forcing output.

Every draft is an experiment: 'What if I tried THIS approach?'

When blocked, I ask: 'What constraint am I creating?' (Usually: perfectionism, comparison, or trying to write for imagined critics)

Then design experiment: 'Can I write this badly first and see what emerges?'

Editor said: 'This draft has more life than anything you've written.' Yeah, because I stopped grinding against the blank page."

First Attempt

"Revenue flat for 6 months. I'm grinding: 'Try more channels—Facebook ads, LinkedIn, cold email, SEO, partnerships—SOMETHING will work.'

Burning money on tactics. Panic mode.

Interrupt. What's the actual constraint? NOT 'not enough marketing' (I'm doing tons). But: 'I don't know WHY it's not selling.'

Can I treat this as puzzle? What's the smallest experiment to find out?

Experiment: Email 10 people who TRIED the product but didn't buy. Ask ONE question: 'What almost convinced you, and what made you stop?'

[8 respond. 7 say the same thing: 'Too complex, couldn't figure out onboarding in 5 minutes.']

Holy shit. The constraint isn't marketing—it's the product. They WANTED it, couldn't USE it."

Pattern Emerging

"Now I design experiments before throwing money at problems.

Current question: 'Would simpler onboarding increase conversions?'

Experiment: Rebuild first 5 minutes of product with ZERO features. Just one core workflow.

Ship to 10 new users. 8 complete onboarding (vs 2/10 before).

Next experiment: 'Can I strip 80% of features and increase value?'

I'm learning what actually matters vs. what I THOUGHT mattered."

Integration

"Business is now systematic hypothesis testing, not panic tactics.

When something fails, I ask: 'What constraint am I missing?' (Wrong market? Wrong message? Wrong product?)

Then design smallest test: 'What's the cheapest way to validate this?'

Runway extended to 12 months (stopped burning cash on guesses). Conversions up 4x (fixed actual constraint).

Co-founder said: 'You seem way less stressed.' Yeah, because I'm experimenting with data, not grinding on hope."

First Attempt

"Kitchen cabinet 2 inches too wide for the space. Client watching. I'm grinding: 'Sand it down, force it in, make it work.'

20 minutes of sanding. Still doesn't fit. Getting hot, frustrated.

Interrupt. What's the actual constraint? NOT 'cabinet too big' (obvious). But: 'WHY is it too big when I measured twice?'

Can I treat this as puzzle? What's the smallest experiment?

Experiment: Re-measure the SPACE, not the cabinet.

[Grabs tape measure. Wall isn't plumb—it bows inward 2 inches halfway up.]

Oh. The constraint isn't the cabinet—it's the wall. I was solving the wrong problem."

Pattern Emerging

"Now when something 'should work' but doesn't, I interrupt grinding.

What haven't I tested yet?

Recent examples:

• Electrical outlet not working → Tested breaker (obvious), then tested GFCI upstream (wasn't obvious, that was it)
• Paint finish looking wrong → Tested application (my technique), then tested humidity (70%, that was it)
• Tile cutting crooked → Tested my cuts, then tested the saw fence alignment (bent, that was it)

I'm learning: My first assumption is wrong 60% of the time."

Integration

"Job sites are now puzzles, not battles.

When something won't work, I ask: 'What assumption am I making that might be wrong?'

Then test it: 'Is the material the problem? The tool? The space? My technique?'

Client said: 'You never seem flustered.' Yeah, because when something breaks, I'm curious what I'm missing, not frustrated it's not working."

First Attempt

"Diabetic patient refusing insulin. I'm explaining: 'Your blood sugar is 350, you NEED this.' They keep saying no.

I'm grinding: 'They don't understand the risk. Explain it again, differently.'

5th explanation. Still refusing.

Interrupt. What's the actual constraint? NOT 'they don't understand' (they do). But: 'Something about this plan doesn't work for THEIR life.'

Can I treat this as puzzle? What's the smallest experiment?

Experiment: Stop explaining. Ask instead: 'What about taking insulin doesn't work for you?'

[Patient: 'I can't afford it. I'm rationing what I have.']

Oh. The constraint wasn't understanding—it was cost. I was solving the wrong problem."

Pattern Emerging

"Now when patients resist treatment, I interrupt my 'they should...' thoughts.

What constraint are THEY experiencing? (Cost, side effects, cultural beliefs, past trauma, practical barriers)

Small experiments:

• Ask: 'What about this plan won't work in your actual life?'
• Co-design modifications: 'What if we tried X instead?'
• Test: 'Can you try this for 3 days and tell me what breaks?'

Compliance isn't about understanding—it's about fit with their real life."

Integration

"Patient care is now co-designing experiments, not prescribing compliance.

When treatment isn't working, I ask: 'What constraint is this patient experiencing that I'm not seeing?'

Then design experiment WITH them: 'What would you be willing to try?'

Patient outcomes better (they actually follow plans they help design). My frustration lower (not fighting resistance).

Colleague said: 'How do you get patients to listen?' I don't. I listen to THEM first, then we experiment together."