Key to 1.2.2.2

List 1: Blum's (1984) twelve effective classroom practices

1. Instruction is guided by a pre-planned curriculum.
2. There are high expectations for student learning.
3. Students are carefully oriented to lessons.
4. Instruction is clear and focused.
5. Learning progress is monitored closely.
6. When students don't understand, they are retaught.
7. Class time is used for learning.
8. There are smooth and efficient classroom routines.
9. Instructional groups formed in the classroom fit instructional needs.
10. Standards for classroom behaviour are high.
11. Personal interactions between teachers and students are positive.
12. Incentives and rewards for students are used to promote excellence.

List 2: Brown's (2001) checklist of 30 good language-teaching characteristics

Technical knowledge

1. Understands the linguistic systems of English phonology, grammar and discourse.
2. Comprehensively grasps basic principles of language learning and teaching.
3. Has fluent competence in speaking, writing, listening to, and reading English.
4. Knows through experience what it is like to learn a foreign language.
5. Understands the close connection between language and culture.
6. Keeps up with the field through regular reading and conference/workshop attendance.

Pedagogical skills

7. Has a well-thought-out, informed approach to language teaching.
8. Understands and uses a wide variety of techniques.
9. Efficiently designs and executes lesson plans.
10. Monitors lessons as they unfold and makes effective mid-lesson alterations.
11. Effectively perceives students' linguistic needs.
12. Gives optimal feedback to students.
13. Stimulates interaction, cooperation, and teamwork in the classroom.
14. Uses appropriate principles of classroom management.
15. Uses effective, clear presentation skills.
16. Creatively adapts textbook material and other audio, visual, and mechanical aids.
17. Innovatively creates brand-new materials when needed.
18. Uses interactive, intrinsically motivating techniques to create effective tests.

Interpersonal skills

19. Is aware of cross-cultural differences and sensitive to students' cultural traditions.
20. Enjoys people, shows enthusiasm, warmth, rapport, and appropriate humour.
21. Values the opinions and abilities of students.
22. Is patient in working with students of lesser ability.
23. Offers challenges to students of exceptionally high ability.
24. Cooperates harmoniously and candidly with colleagues (fellow teachers). 2
25. Seeks opportunities to share thoughts, ideas, and techniques with colleagues.

Personal qualities

26. Is well organized, conscientious in meeting commitments, and dependable.
27. Is flexible when things go awry.
28. Maintains an inquisitive mind in trying out new ways of teaching.
29. Sets short-term and long-term goals for continued professional growth.
30. Maintains and exemplifies high ethical and moral standards.

List 3: Sanderson's (1983) 13 enduring language teacher characteristics and emphasis placed on each by teachers.

Note: Sanderson's team considered ten more statements, such as 'relates the foreign language to the target culture' and 'praises correct response', but found that these were not represented in the work of the majority of the nine teachers, or were not strongly emphasized by the teachers.