The trimix students I will be teaching in March were with me for Tec 40, 45, and 50, and they have done multi-level dives.
Yes, and I should clarify that training us very student specific. Earlier, I was talking about Tec40/45.. which generally presumes much more focus on foundational tech competencies and mindset development.
As you say, it makes a big difference if a student trained with you previously. For me, teaching tech is all about understanding students individual competencies, strengths and weaknesses....and adapting training to push the individual challenge.
Where students demonstrate weaknesses, I focus training on eliminating them. The weaknesses common in most students initially transitioning from rec to tech are usually quite evident. I see them as low precision... Imprecise buoyancy, imprecise drills, imprecise gas management, imprecise dive planning, imprecise plan adherence etc etc...
Precision mindedness comes first. Thereafter, all things get done well. Mindset is important because it dictates how the student will continue developing once the (relatively short) training programme concludes.
If I can achieve one thing with a student, it's to develop a mindset that enables positive, quality, development in their own time afterwards.
Contrary to what some may assume, that means creating thinking divers... not robots. Someone can be a thinking diver, but still committed to proven principles, a high degree of risk mitigation and to strive for optimization and excellence.
'plan the dive, dive the plan' is a great means to develop mindset. Obviously, as the level of training rises, so does the complexity of the plan. Even within a given level if training, student performance and competency is a big determining factor on the complexity I introduce. K.I.S.S. It's a process... and the longer I gave with a student, the further we progress in challenge and complexity... relative to their individual starting competency and rate of learning...