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The first unit of this program has taught me that a good teacher should be knowledgeable about the subject matter, be lively and entertaining during class, be consistent in providing correction and support, truly enjoy teaching, and should care about her/his students' progress in learning English. A good learner should be intrinsically motivated to learn, willing to listen to spoken English, willing to experiment with the language, willing to ask questions, and willing to evaluate and track her/his own language learning methods and progress. During a typical lesson, a good teacher would ideally play multiple roles that allow him/her to manage or control, organize, and assess students (among other functions). This sometimes necessitates that the teacher takes complete control of the classroom and lectures to students, but it may also call for the teacher acting as a participant on equal level with the students or for the teacher to merely observe students in order to track their progress without interfering and affecting students' own processes of language acquisition. I have also learned that it is important to keep in mind that cultural differences affect students' expectations of their classroom experience and that cultural sensitivity should be kept in the forefront of the teacher's mind in order to avoid offending students with comments or behaviors that are culturally nuanced. It is also important that the teacher bears in mind some of the differences between the different age groups and skill levels of language learners and designs lessons to take into account the traits characterizing beginner through advanced (breakthrough, basic user, A1 through mastery, proficient user, A2) learners as well as child through adult users.
