{"id":1172521,"date":"2026-05-19T15:22:26","date_gmt":"2026-05-19T22:22:26","guid":{"rendered":"https:\/\/cm-edgetun.pages.dev\/en-us\/research\/publication\/rebellious-student-reversing-teacher-signals-for-reasoning-exploration-with-self-distilled-rlvr\/"},"modified":"2026-05-21T13:40:06","modified_gmt":"2026-05-21T20:40:06","slug":"rebellious-student-reversing-teacher-signals-for-reasoning-exploration-with-self-distilled-rlvr","status":"publish","type":"msr-research-item","link":"https:\/\/cm-edgetun.pages.dev\/en-us\/research\/publication\/rebellious-student-reversing-teacher-signals-for-reasoning-exploration-with-self-distilled-rlvr\/","title":{"rendered":"Rebellious Student: Reversing Teacher Signals for Reasoning Exploration with Self-Distilled RLVR"},"content":{"rendered":"<p>Self-distillation has emerged as a powerful framework for post-training LLMs, where a teacher conditioned on extra information guides a student without it, both from the same model. While this guidance is useful when the student has failed, on successful rollouts, the same mechanism instead overwrites the student&#8217;s choices and suppresses it&#8217;s own reasoning. Therefore, we propose reading the original self-distillation signal in reverse: when the student succeeds along a path the teacher would not have predicted, these tokens reflect its self-driven reasoning. Building on this, we propose RLRT (RLVR with Reversed Teacher), which augments GRPO by reinforcing these tokens on correct rollouts. We interpret this as a new form of exploration in RLVR: not uniform diversity, but valuable exploration grounded in the student&#8217;s own success. Across base, instruction-tuned, and thinking-tuned Qwen3 checkpoints, RLRT substantially outperforms self-distillation and exploration-based baselines, establishing information asymmetry as a new, principled design axis for RLVR.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Self-distillation has emerged as a powerful framework for post-training LLMs, where a teacher conditioned on extra information guides a student without it, both from the same model. While this guidance is useful when the student has failed, on successful rollouts, the same mechanism instead overwrites the student&#8217;s choices and suppresses it&#8217;s own reasoning. Therefore, we 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