It’s probably safe to say that an artist who is confident enough in his own skills to teach others has most likely developed certain stylistic methods. Not only do these methods feel comfortable to her, but (presumably) they have served her purposes well. Because these methods feel “natural,” it’s easy for an artist/teacher to assume that they will feel natural to others and be as successful for them. But there is a danger in this assumption because it’s rarely true.
What the teacher may overlook is that these methods suit a specific style, which derive from not only mastery of a medium and understanding of artistic principles but from the artist’s internal vision of what she wants to express and how she wants to affect her audience. No two artists will share exactly the same vision or purpose. This means that their approaches to the medium will differ, and their implementation of the principles may be quite divergent, as well.
So it’s unwise to impose stylistic methods on other artists.
Yet we can certainly learn from one another, gleaning ideas for methods that can be adapted to suit our own styles.
So there’s nothing wrong with offering alternative approaches to solving compositional problems or suggestions for alternative methods of paint application, so long as we don’t expect others to do everything exactly our way or emulate our style. Instead, these alternatives should be offered primarily for purposes of adaptation to suit each artist’s individual conceptual needs.