What is an example of an instructor "making something harder than it needs to be"?
I'll quote this example from personal experience, which is unfortunately not very understandable unless you are in physics.
Basically, when we study physics at high school level, we have parameters that we evolve forwards in time using known equations. For example, we could be asked to calculate a [force] that acts on [body] for [time] producing [acceleration].
Comparatively, in quantum mechanics, there are two basic approaches. The first is called the Schrödinger picture. You are given a physical state, which you evolve forwards using the Schrödinger equation. This is relatively similar to high school physics, since the operators never change, but the physical state does.
The other picture (and historically the one first discovered) is called the Heisenberg picture. In this picture, the physical state remains constant while the operators (corresponding to the things you want to measure, like position or momentum) change. There is still an analog of the Schrödinger equation, but it is for operators, not physical states.
Needless to say, for students brought up on high school physics, the Heisenberg formulation is significantly harder to grasp. It doesn't matter that the two formulations can be shown to be equivalent - the Schrödinger formulation is simply easier to understand on an intuitive level. A student who sees Heisenberg's equation of motion for the first time could legitimately go "what on Earth am I looking at? How can this possibly be a physics equation?".
When I first studied quantum mechanics, I had the misfortune of my professor using a Heisenberg picture textbook. I had all the prerequisites - linear algebra, matrix manipulations, strong elementary physics grades - and near the end of the course, I (like most other students) still had no idea what was going on. I had no physical intuition, no sense of what the math I was doing is supposed to represent. I still got an "A" for the course, but about the only thing I learned was that the professor's math is flawless.
If you teach quantum mechanics using the Heisenberg picture, I'd say you are making the course harder than it needs to be.
Edit: to add another example, consider this answer to a bridge question on Boardgames.SE (if you're not aware, bridge is a card game).
You don't need to be an expert on bridge to see why the author's teachers said not to let the author near novices. When the novice asks "what do I do with this hand?", the author is liable to respond with "well it depends on X, Y, Z, and more besides". Meanwhile the novice is looking for "the answer". With so many more things thrown on top, it rapidly becomes confusing for the novice, making the answer harder than it needs to be.
An analog in academia could be the student asking if X is true, and the teacher says "well it depends if Y, Y', Y'', Y''' are true, if none of them are true (and usually none of them are) then X is true".