I think I see what you mean. Being able to explain the actual workings of a task or skill shows a much greater depth of understanding about said task or skill, compared to simply performing it.
I would like you to consider the perspective of those who don’t speak, those who find the task cognitively overwhelming, those with disabilities or TBIs who have a particular deficit with verbal processing. There are many people who can understand fully well the ins and outs of a task or skill, but be unable to put it into words despite their high level of understanding. They would be able to teach if not for barriers outside of their control. It’s important not to write off somebody’s intelligence just because they struggle to communicate.
Apologies - it was not my intention to paint those who have difficulty communicating as non-teachers. I myself am not a great verbal communicator, and construct thoughts far better in text than on-demand with sound.
“Verbal” was a poor choice of words in my original comment. I only meant that if you are asked to explain a task you do often through whatever means are available to you, and you are unable to in your own mind create an analog of it to something else, then that is a sign of overtraining
I think I see what you mean. Being able to explain the actual workings of a task or skill shows a much greater depth of understanding about said task or skill, compared to simply performing it.
I would like you to consider the perspective of those who don’t speak, those who find the task cognitively overwhelming, those with disabilities or TBIs who have a particular deficit with verbal processing. There are many people who can understand fully well the ins and outs of a task or skill, but be unable to put it into words despite their high level of understanding. They would be able to teach if not for barriers outside of their control. It’s important not to write off somebody’s intelligence just because they struggle to communicate.
Apologies - it was not my intention to paint those who have difficulty communicating as non-teachers. I myself am not a great verbal communicator, and construct thoughts far better in text than on-demand with sound.
“Verbal” was a poor choice of words in my original comment. I only meant that if you are asked to explain a task you do often through whatever means are available to you, and you are unable to in your own mind create an analog of it to something else, then that is a sign of overtraining