(In which we learn that nobody wants to bike straight uphill all the time and if you don’t give your learners chances to rest, they’ll take them anyway)
Teaching skills is not for the easily daunted. It takes time and effort and practice, both for you and for your learner.
In Chapter 1, we looked at the question you can use to determine if something is a skill:
Is it reasonable to think that someone can be proficient without practice?
If the answer is no, it’s not reasonable, then you know you are dealing with a skill.
Here’s the thing. A lot of learning experiences purport to teach a skill, when really all they do is introduce the skill.
There’s nothing wrong with introducing a learner to a skill, if that’s ...