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Unit 1 starts with raising an age-long question: What makes a good teacher? The answers to this apparently simple question, as rightly mentioned in the text, can widely vary, and can be tied to a number of factors, ranging from the context, culture, historical period, the subject matter at hand, etc. If this question was to be asked from Plato's or Aristotle's students, we would have heard an answer that might be very different from an answer that a contemporary student, parent, or teacher trainer would provide. Having said that, there are certainly some 'universal' attributes that any teacher, regardless of the aforementioned factors, should possess to be accounted as a 'good' educator. A number of them have been listed in this unit. I would like to add a few others to the list: A good teacher is accessible. They are also energetic and enthusiastic (To create a positive and fun vibe in the classroom). Likewise, they do their best to create a sense of community in the classroom and maintain an intimate, risk-free, and warm learning environment for the students to feel like a contributing piece of a puzzle in which everyone regardless of their personality type (Be it outgoing or shy; introvert or extrovert, etc. ) and learning style (Be it team-worker or individualistic) has a part to play. There are definitely more attributes that can be added to this list, but as for the sake of brevity I should skip them. In the second section of the unit, some of the major roles of the teacher have been listed and elaborated on. I totally agree with what has been stated in the introductory part of this section about 'student-centered' and 'teacher centered' classes. While, in some contemporary approaches student-centeredness has been embraced warmly and teacher-centerednedd been excluded as old-fashioned or unproductive, I believe that they both are required as two inseparable components for a successful teaching-learning to take place. And It is the responsibility of a 'good' teacher to decide when to step aside or to take over. Considering the learner variables, as discussed in the third section of the unit, I would like to put extra emphasis on the cultural factor. Learning and appreciating the cultural values of the target country/students are of utmost importance for a teacher who aims at having a sustainable teaching job in the new country. Here, there is no room for any flaw, and a simple misunderstanding or lack of appreciation can ruin the teacher's image in the eyes of the students and make him/her a 'stranger' ! I come from a Muslim country (Iran) but having been raised in an educated family, I have secular ideologies. Back then in the early days of my teaching career in Turkey (I've been living and working there for 5 years), when it came to debates on religion and ethics in my classes in Turkey , I couldn't hide my views on these matters and would gently share them with students. There were occasions when I could see rage and despise in the students' faces when I, for example, asked a simple question as \"What if there is no life after death?\" !! Briefly, in my humble opinion, cultural and traditional red lines should not be approached, let alone trespassed, by teachers at any cost. I have more to say regarding the topics discussed in the unit, but please let me call it a day for now to leave something for the prospective tests. Thank you for your time.
