I'm embracing these moments where I'm a student as being in that role again has made me more aware of the needs of being one. It allows me to assume both roles and it's really interesting.
Time in dip(ed) was mostly a repetition of content of what i've learnt in school, so i didnt pay much attention to the instructors/ instructions in class.This time, it's learning new materials and I think it requires quite a lot of assimilation of knowledge; the cognitive function so crucial to students in schools even at the lower levels. It made me realise a couple of things, especially since it's exam period and the brain is working tirelessly:

1. It's not what i say that will result in learning, it's how i convey.
As a visual learner, I learn so much better when i have an image to look at. It makes joining the dots much easier. I can stare at an image for the longest time to think and process a material, but auditory instructions are quite the complete opposite. I have to strain myself just to focus on what is being said, and many times, nothing quite stays. My ears act like funnels, just that it doesn't channel knowledge to the brains, but to the stomach, where too much of it just gives me an indigestion.
On the side note, i'm rather impressed by my tutor. I had to meet him recently bec of some unfortunate reasons. But he caught on really quickly as soon as he realised that i learn visually, he took out models of all sorts to explain the concepts to me. In this aspect, experience comes in handy.
2. Attention span for learning
My personal limit is around 20 mins max. So that makes teaching crucial at the beginning of the lesson. Something my CT once mentioned to me- that i have to capture the essence of the lesson at the very beginning of the lesson. Very unlike a movie, climaxes should not be left at the near end, i wouldnt have an audience, even i did, retention is not as high as compared to the beginning of the lesson. Now that lesson lasts for 2-3 hours, I day-dream most of the time, which is nice. Dont think i will get the opportunity to indulge when i officially start working.
3. Knowledge may not translate in writing.
Now that assessments are mainly essays, i find myself struggling to find the words. There are many difficulties, firstly, understanding what the question wants, then the organising of thoughts and then putting it into words. it reminds me not to jump to conclusions when i see a poor mark on a student's assignment, it could be a language disadvantage that he's struggling with and helping him with the language skills would be more beneficial to him than getting him to join a remedial class for the subject.

ok! that's about it.