What makes a good foreign language teacher?

What makes a good foreign language teacher?
Modem methods of language teaching, with their emphasis on the teacher as model and the constant interchange between teacher and student, require a more sympathetic relationship between student and teacher than did earlier, more impersonal methods.
It seemed to me appropriate to question the students themselves regarding that topic of such vital concern to all of us: What makes a good teacher of English as a foreign language? In tallying up the student responses, one salient and somewhat heartening factor be­came apparent. The students, speaking from sheer experience on the receiving end of the classroom situation, tended to put forth advice strikingly similar to that which most methodology and educational psychology textbooks and courses offer... The students had had a variety of teachers. They were not required to sign the question­naire and they responded at length with a complete lack of diffi­dence. Despite the diversity of the students themselves, the respons­es were revealingly uniform.
First on the list — mentioned by an overwhelming 78 per cent of the students — was the teacher's thorough knowledge of his subject. As one student wrote: "It doesn't matter how nice a teacher is if he doesn't know what he's talking about."
Logically, the next most important concern was how the teacher goes about imparting that knowledge — in other words, methodol­ogy. What the students requested most often was variety within the lesson hour.
"If we just do drills forever, I fall asleep. Why do we have to do idioms for a whole hour? "
"It's nice when you have a little grammar, and then a dictation, and then some reading or a discussion."
The students also frequently mentioned the need for activity in the classroom. Many of them referred to language games as being useful and enjoyable. They also seemed to feel that they should be constant participants:
"The teacher shouldn't do all the talking."
"I like it when the students go up to the board."
"Discussions and debates are my favourite way of learning."
Students complained vehemently about teachers who use up pre­cious class time telling personal anecdotes. On the other hand, the importance of a teacher's sense of humor and his ability to take the tension out of language learning was mentioned repeatedly:
"If he can laugh once in a while, you don't get so nervous about making mistakes."
"When the teacher is smiling at you, you want to try."
Also stressed was the teacher's preparation of the lesson and a conscientious attitude toward student papers:
"You can tell if he runs out of things to do before the bell rings."
"Why should I turn in my homework? He doesn't grade it.for about a week, anyway."
Discipline, although mentioned specifically by only a few, was hinted at by many.
"There are some teachers who just let a class talk all the time. Then you never learn anything."
"He says your homework is due on a certain day and then he lets people turn it in later. Or he forgets."
"I don't think she cares if we're absent or not. I wish she did."
Getting away from actual teaching methods, over half of the students had something to say about the student-teacher relation­ship. Most often, they expressed a desire for a sympathetic teacher who "remembers what it was like to be a student.": "He should," as one student with an obvious command of the colloquial idiom put it, "be on our wavelength." They felt that the teacher should "know each student as an individual," and there was a frequent demand for justice:
"She only talks to the best students. Doesn't she know I'm try­ing?"
A significant number of students expressed a fear of being embar­rassed by a teacher's caustic wit.
"They ought to be polite to us. We're people, too."
"She only became a teacher so she could be powerful and hear her own-voice."
Lastly, just short of half of the students had something to say about the character of the teacher himself. A majority of the responses praised a teacher who is confident and who obviously enjoys his pro­fession and specialization:
"I liked him right away. He walked in, wrote his name on the board, and started right in. You could tell he wasn't new at it."
"If he doesn't know the answer, he's not afraid to say so. So you know you can trust him."
"I used to hate compositions, but my teacher likes writing and she just makes you like it. She has a lot of fun."
"He could probably have done a lot of things, but he wanted to be a teacher. It wasn't for money either."
The students also referred to teachers with endless patience and amiable disposition that could be provoked to anger only in extreme cases. The teacher's voice was mentioned, too:
"It shouldn't be monotonous."
"You have to hear him in the back row."
Finally, a surprising number were concerned about the appear­ance of their teachers:
"He's always neatly dressed. It makes things business-like."
"She's not really pretty, but I don't mind looking at her all hour. Anyway, she tries to look nice."
The composite ideal teacher, then, with infinite knowledge and energy, impeccable teaching techniques, a sense of humor and a talent for discipline, along with personal charm and eternal pa­tience, may seem rather hard to live up to on some Monday morn­ings. But as one understanding student wrote:
"What makes a good teacher is someone who tries to do every­thing I have listed above. But I understand that teachers are only people like me."
2. Answer the following questions:

1. 
   The author claims that "modern methods of language teach­ ing... require a more sympathetic relationship between student and teacher," Do you think that the language classroom differs funda­ mentally in character from the science or maths-classroom? If so, in what ways?
   

Grammar, vocabulary, and other aspects of the English language are studied in the course of practical application. For example, a simple past tense is studied and fixed during a discussion about the great discoverers, a simple future in a conversation about vacation plans, and so on. Thus, vocabulary and grammar are studied in isolation from each other, and in addition, the student learns to express his thoughts in a foreign language.
This is how language teaching differs from teaching, for example, mathematics, where theory comes first (the teacher explains the rule to the student), and then practice (the student tries to solve a problem or equation using formulas studied in the theoretical part).

2. 
   Teachers and learners are subject to social distance. The rea­ sons for this are as follows: different ages and interests, different lev­ els of knowledge of the subject, unequal status, unequal distribution of power. Do you think there is a high or low level of social distance between teacher and student in this country? Does it not contradict the idea of "a more sympathetic relationship"?
   

Based on the comments of the students, we can say that there is a low level of social distance in this country, as in our country. In my opinion, this is normal. There is a director whose opinion everyone should take into account, because the director is the power. Next come teachers who "know exactly" what students need. Children are obliged to listen to the teacher.
Teachers often do not care what the student is thinking about, what he is worried about. But it is possible and necessary to talk to children outside of the lesson not only on the topics of discipline.
At recess, the teacher needs rest, but sometimes he should talk to the students, find out their opinion about the lesson, suggest that they themselves think about how to conduct the next lesson, ask about the mood of the child, and also talk about his hobbies.

3. 
   Do you think that the responses of the students about a good foreign language teacher depend on the age of the students? Would the requirement "teacher's thorough knowledge of the subject" be the first on the list in all the age groups?
   

I don't think that the opinion somehow depends on the age. It all depends on how the teacher behaves with this or that class. By my example, I can say that at school I do not require a thorough knowledge of the language, because there are children who really have a hard time studying, learning languages. If students do not need a language in later life, they do not want to associate their work with it, then in my opinion it is enough to know it at a basic level. It is another matter if we are talking about university students whose specialties are related to the study of a foreign language. Then the teacher has the right to demand from the student a level of knowledge above average.

4. 
   What do you think of the students' assessments of a teacher's efficiency? Can it be regarded as objective? Do you think that the students should be questioned regarding this topic? In what way?
   

If we are talking about a school, it is enough to ask the students after the lesson whether they liked it or not. Students often do not understand the meaning of learning languages, they are lazy. Also, due to their age, they cannot objectively assess a particular situation. And for them, the easiest way is to say that the teacher is bad.
If we are talking about universities, then various surveys should be conducted by the management and in an anonymous format. It is possible to collect Students' opinions about teachers, but it must be done very correctly. The results of student surveys are also important for the leadership of universities. It is also important that decisions are made on the basis of facts, not opinions.

3.