Explaining a craft to someone new

Text A: an original contemporary practice extract.

When my niece asked me to show her how to fold a paper crane, I began moving through the sequence I knew by heart. She stopped me at the third fold. I had said turn it over without showing which edge should face her afterwards. What felt like one movement to me contained two decisions she had never made.

I unfolded my model to the same stage as hers and placed them side by side. We completed one step at a time, letting her say what she expected the next fold to do. The crane’s wings were uneven, but she could repeat the sequence using her own description. I wrote that description beneath my old diagram, where arrows had previously seemed enough.

Text B: an original contemporary practice extract.

At the sewing group, I offered to explain a buttonhole stitch. I made three stitches quickly and expected the learner to continue. She asked where the thread should lie before the needle came through. I had been watching the finished edge while she was still trying to arrange the starting position.

We loosened the practice stitches and began again on a spare piece of cloth. I slowed the movement and asked her to describe what she saw. Her first row was irregular, but she could recognise when a loop had formed differently. I added a sketch of the thread’s starting position to the group’s instruction sheet. The extra picture recorded something my hands had been doing without my explanation.

Both texts describe the experiences of teaching practical skills.

What similarities do the experiences of teaching practical skills share in these extracts? Use evidence from both texts to support your answer.