I had to point out that for the boy leading the ceremony, chances are it is the first time he had done it. Of course, that does not make her observations or suggestions to help less valid, but it is important to remember that the point of the boys doing these things is for them to learn.
This is the reason we make the distinction between "advancement" as a method and "personal achievement" as a goal. We have had several well-meaning parents in our pack retro-actively decide their boys had earned awards. They went through the list of belt loops and pins or Webelos Activity Badges and checked things off for the last year, "Oh, he did this and this and this..." then turned it in all at once. Now those boys have some nice awards to wear (actually, many of them are graduating Webelos, so they are not even going to wear the things), but did they get anything else out of it? They advanced, but they did not achieve. They did not learn from the experience (and I hate to think how this is going to translate into expectations in Boy Scouts).
This is why our Advancement Chair has coined the phrase, "Awards are earned intentionally, not accidentally."
In a recent post, the Volun-told Scouter pointed out:
When done right, Scouting is disorganized, messy and inefficient, because it is the Boys’ program. Adults are the facilitators, not the planners; their place is in the background as guides rather than directing from the front. Many adults find this to be anathema to their disposition – adults want efficiency, high levels of organization, etcetera. But their idea of success differs greatly from the boys'.
Again, the goal here is for the boys to learn, not to have perfect organization. In Boy Scouting, leaders and parents are there to keep things safe and make suggestions. When the adults do too much, it robs the boys of the opportunity to learn.
How much the boys do on their own may come in small steps with guidance, but I think that at every point in the trail, whether you are doing a craft with Wolves or pointing Varsity Scouts toward their Eagles, you need to carefully consider how much "help" to give. Remind yourself that the point is for them to learn, not to get it done or for it to be perfect. Ask yourself whether that goal will be best accomplished by you stepping in to steer a little or by you stepping back and letting them figure things out themselves.