A trainer’s expertise becomes generous when it includes remembering what once confused them.

Expertise erases the memory of not knowing, and that erasure is what makes good practitioners into difficult teachers. Once something is obvious to you, the state of finding it baffling becomes hard to imagine, so you skip the step where you were stuck for a week. A teacher who can still reach that state gives learners something rare: proof that confusion is a stage rather than a verdict.

Teaching anything, tell people about the part that took you longest and why. Name the thing you got wrong at the start. It saves them time and, more usefully, it saves them from concluding they are unsuited to it.