> Often the skill being coached seemed to be participative performance in a collaborative pretense of understanding. What to do, and not do, so we can both pret

> Often the skill being coached seemed to be participative performance in a collaborative pretense of understanding. What to do, and not do, so we can both pretend learning has occurred and move on. And the more you do that, the more you're shutting off any possibility of any learning occurring in the future (because the student will not have acquired the prerequisites for whatever they're supposed to be learning).