Teaching is not about methodology; it’s metis, not episteme. (I am also not a schoolteacher but I have taught at CFAR workshops.)
I love cousin_it’s suggestion that you should start teaching a student regularly as soon as possible, but I have an additional suggestion about how to spend that time: namely, your goal should not be to teach anyone anything but to find out how students’ minds work (and since anyone can be a student, this means your goal is to find out how people’s minds work), and how those minds interface with the material you want to teach. E.g. if you attempt to teach your student X and they’re not getting it, instead of being frustrated at how they’re not getting it, be curious about what’s happening for the student instead of getting it. How are they interpreting the words you’re saying? What models, if any, are they building in their head of the situation? Etc. etc.
Teaching is not about methodology; it’s metis, not episteme. (I am also not a schoolteacher but I have taught at CFAR workshops.)
I love cousin_it’s suggestion that you should start teaching a student regularly as soon as possible, but I have an additional suggestion about how to spend that time: namely, your goal should not be to teach anyone anything but to find out how students’ minds work (and since anyone can be a student, this means your goal is to find out how people’s minds work), and how those minds interface with the material you want to teach. E.g. if you attempt to teach your student X and they’re not getting it, instead of being frustrated at how they’re not getting it, be curious about what’s happening for the student instead of getting it. How are they interpreting the words you’re saying? What models, if any, are they building in their head of the situation? Etc. etc.