In learning you will teach; and in teaching you will learn

                I taught my classmate how to braid the hair and in turn, another classmate taught me to tie a necktie. My learner had background knowledge on braiding and she wanted the activity so her eyes were all on me during my demonstration. I demonstrated the easier type of braid first then proceeded with a more challenging one. Then, we tried braiding at the same time, at the same pace. My learner kept up with me and got more familiar with the manipulation of the hair. Afterwards, she tried it herself without my guidance and made it.

                Knotting a tie was not a novel activity for me but I wanted to learn different ways of doing it. At first I watched my teacher but because there was only one tie, we cannot do it at the same time. She guided me with the steps all throughout the activity and removed the feedback and assistance to assess my learning. She challenged me by tying with a faster pace, in front of a mirror, and tying on another person and I did everything well.

                I realized the importance of background knowledge and familiarity because the teacher will just have to improve or alter the understanding of the learner. Willingness to learn will keep the attention of the learner on the activity. I also noted the significance of concise and straight-to-the-point instructions when my learner understood the steps in braiding when used her preferred language in a simple manner. Teaching a person for the first time is a matter of trial-and-error because the teacher is challenged to determine the most appropriate strategy that the learner finds easiest to comprehend. This augments the importance of knowing your learner in the first place.