I'll try to answer the question you are actually asking - i.e., the questions about you, not your students:
How to hold back from interfering with students' inefficient-but-not-wrong work?
Is there a good way to [...] but not be unnerved if students don't use them?
(And my answer is strictly about advice that was not asked for, like in your case. Nothing of this obviously applies when your students ask you how to improve.)
Unfortunately, you are up to something quite profound with your questions. There are two facts which can make people like you (or me), who have very efficient techniques for doing stuff, very unhappy by witnessing other people plodding along excruciably slowly - for whatever reason, not necessarily related to their intelligence at all.
- Not every technique (of using an editor, upload tool or whatever) works the same for every person out there. What you may find very obvious (e.g., having most Emacs hotkeys pat down, being able to envision a good on-the-fly keyboard macro streaming right from your fingers during editing, etc.) may be utterly impossible for others. You arrived at your techniques by thinking very long and hard about it, or by intuitively finding something which matches how your brain is wired. That is not necessarily applicable to other people. Hence the VI/Emacs, Windows/Linux, PC/Mac wars, etc.
- Not every person is actually able to take advice, however well meant, and apply it to their own work, for different reasons. In fact, in my experience in all venues of life (university, work, family, friends), there were only very, very few people who were at all able to take any un-asked-for advice whatsoever.
Now. I will not go into the specific reasons for these two facts, because there are many, and it does not matter. Just an example: for "1." the other person might just not know about it; his "thought routines" might just not match up with how an editor works, and so on. For "2.", you might just not be able to explain it in the words they need to hear, they might be blocked by pride etc. There may be plenty of other reason, but my answer is not about those reasons at all. Sure, for many of them, there is a way around it. But you will always end up in the position that you feel pain because you so dearly want to help but they just don't get it.
How to hold back
Just do it. Sit patiently while they do their inefficent thing. Yes. Obviously you can show them how you work, but frankly, they see that simply by watching you, if you are working in a peer environment. You do not need to make a "thing" out of it. They are students and should be used to use their brain; if they see you working blazingly fast while they take a loooooong time, they should be able to figure out that there's something going on. The point is that it is not you that needs to do something. It's not you that is responsible here.
If they see you working fast, then they are free to
- Ask you to explain how you do it.
- Feel bad about it and practice at home.
- Sit together with their friends and "compare notes".
- Buy some book and read up about it, whatever "it" is.
- Download the tools you use and figure them out.
- Or not be bothered about it at all and stick to their slowness.
And probably other things.
How to not get unnerved if they do not use your tips
The secret about not getting unnerved is to think this through upfront, and remove the idea that you can somehow change someone else right out of your head. You cannot change another being, ever. You can coax them, force them, lead by example or whatever, and you can enjoy the situations where they indeed improve, but you cannot really make them change.
So, by pure logic, it makes zero sense to get unnerved. That's a case of not seeing reality as it is. If you accept that things are as they are, your becoming unnerved will reduce, for sure.