Some students intuitively grasp one explanation, while others will require another. I had the opportunity to have the time and students with patience, and I became very good at recognizing when a student actually gets something and when they're trying to hide that they don't (which is something that a lot of intelligent students have mastered.) This enabled me to switch how I was explaining a concept at need, which required me to come up with new explanations on the spot.
When teaching arrays to students that couldn't name a programming language two weeks earlier, you become quick at developing a toolkit of different ways to think about concepts.
Some students intuitively grasp one explanation, while others will require another. I had the opportunity to have the time and students with patience, and I became very good at recognizing when a student actually gets something and when they're trying to hide that they don't (which is something that a lot of intelligent students have mastered.) This enabled me to switch how I was explaining a concept at need, which required me to come up with new explanations on the spot.
When teaching arrays to students that couldn't name a programming language two weeks earlier, you become quick at developing a toolkit of different ways to think about concepts.