To analyse this evidence, I will focus on each criterion highlighted in the students' feedback.

I will discuss how I

meet these criteria, primarily through the lens of subject expertise. Whilst they intersect with methodological
and pedagogical expertise, my focus will be on their relation to my subject expertise. In addition, aspects of my
analysis may be relevant to more than one criterion.

1. The teacher explains in a nice way what we are going to learn (learning objectives).

At the beginning of each lesson, I make sure that the learning objectives are clearly communicated to my
students. I use accessible language and visual aids. Informing students about the learning objectives is crucial:
research has shown that clearly communicated learning goals have a significant impact on students' motivation
and focus (Geerts, van Kralingen, 2018). To make these goals more relatable and achievable from the students'
perspective, I use the 'I can' statement format (Geerts, van Kralingen, 2018) when communicating them.

I emphasise the knowledge and skills learners will acquire, aiming to foster a deep understanding of what is to
be learned and what success entails, beyond test scores or getting an exercise right. Echoing Hattie's (2012)
recommendations, this involves more than writing objectives on the board. It requires engaging students in
constructing their understanding of these objectives, for example by discussing them, co-constructing success
criteria, relating them to the learners' lives and interests. I help them to visualise what achieving the goals looks
like in practice and how the activities of the lesson are steps towards reaching them. At the end of the lesson,
referring to the objectives allows students to assess their progress and understanding.

By using these methods I aim to promote a more purposeful and meaningful learning experience for students
and to create an environment where success is understood in terms of skills and progress rather than in terms
of exercises/test results.

2. The teacher immediately notices us if things are going too fast or too slow and then adjusts.

To meet this criterion, the integration of my subject knowledge with pedagogical content knowledge and an
understanding of my students' needs is crucial. Pedagogical content knowledge enables me to clearly present
and explain (new) information, which according to Ur (2012) is an essential quality of a good teacher.

In lesson planning, I anticipate potential difficulties by using my subject knowledge and insights into students'
challenges. This enables me to adapt my delivery, remain vigilant in monitoring students' understanding and use
effective communication strategies (Littlewood & Yu, 2009).

During lessons, I use careful and active observation of students, whether in direct instruction, discussion, or
independent work, to assess understanding in real time. Beyond behavioural cues, I collect real-time 'data' about
their comprehension to inform my instructional decisions and adapt my pace if needed. I use techniques such
as those described by Lemov (2021), such as targeted questioning and having students actively demonstrate
their understanding. I also use the 'cold call' technique, which allows me to 'ask any (and every) student a
question at any time' (Lemov, 2021, p. 434).
This strategic planning for misunderstandings, careful observation and real-time assessment of students'
understanding enables me to adjust my teaching approach, whether this means adapting the pace or the level
of challenge, to better meet students' needs.

3. The teacher continues to explain until we understand what we are going to learn.

This criterion overlaps somewhat with the previous one as it also involves anticipating difficulties, assessing
students' understanding and adapting the teaching approach.

Subject expertise, both in terms of subject matter and pedagogy, gives me the flexibility to adapt my
explanations. In addition to slowing down or repeating information, this sometimes involves transforming it to
better meet the needs of my learners. For instance, I might use more concrete examples, make comparisons,
draw more on their experiences and prior knowledge.

I also try to foster an environment where questions are not only welcomed but valued. I encourage students to
ask for clarification and to explain their confusion.

By anticipating difficulties, actively checking for understanding, adjusting my approach, and encouraging
enquiry, I ensure that my explanations are engaging and tailored to the needs of my learners.

4. The teacher regularly asks questions and makes us think carefully about what we are going to learn.

I regularly ask questions, not only to engage students and assess their understanding, but also to get them
thinking about their own learning.

As mentioned above, I plan some questions in advance. I also adapt my questions according to the situation and
the learners' needs, which allows me to target my questions effectively, whether to assess understanding,
introduce new concepts or encourage self-reflection.

When questioning a group or the whole class, I often use the cold call technique, which encourages all students
to think about an answer and engage with the material. I also use other techniques highlighted by Lemov (2021),
such as giving students enough time to think before answering, asking them to answer in unison when relevant...

I also ask questions that enable students to plan, monitor and evaluate their learning, which in turn promotes
self-regulation (Parrish, 2022). In includes several strategies, depending on the moment in the lesson and the
purpose of the question. For example, questions to link what is to be learned to prior knowledge, or questions to
model analysis, to evaluate learning, etc.

By asking questions regularly and carefully, I aim to promote critical thinking, model curiosity, and stimulate
students to think about their learning.
 5. The teacher lets us find out in different ways whether we understand the material properly.

Questioning is not the only strategy I use to support and prompt students to assess their understanding of the
material and evaluate their learning strategies. I use various forms of formative activities and assessment, I
provide targeted feedback (and encourage them to seek feedback), self-reflection, and I try to design authentic
learning situations and assessments. It is essential that students evaluate their own learning so that they can
develop strategies, apply them in a different context and decide what and how to do differently if necessary
(Parrish 2022).

To actively engage students in their learning process, I use can-do statements and clear success criteria, which
facilitate self-assessment and peer discussions about their work, achievements, and goals (Dönszelmann et al.,
2020).

When it comes to self-assessment for formative purposes, I use different activities and approaches, for example:
peer assessment, rubrics, quizzes, hand signals, exit tickets... This variety aims to promote a deeper
understanding of the material and caters for the different learning preferences in my classroom.

Finally, I plan my lessons (and assessments) to accommodate different learning styles and to encourage the
application of knowledge in a real-life situation.

By providing authentic learning opportunities, catering for different learning styles and encouraging formative
assessment and self-reflection, my aim is to enable students to find out whether they understand the material.
This allows students to then (re)assess their goals and adjust their approach, leading them to take greater
responsibility in their learning process (Ur, 2012).

Hattie, J. (2012). Visible learning for teachers: Maximizing Impact on Learning. Routledge.

Lemov, D. (2021). Teach like a Champion 3.0: 63 Techniques that Put Students on the Path to College. John Wiley
& Sons.

Littlewood, W. T., & Yu, B. (2009). First language and target language in the foreign language classroom. Language
Teaching, 44(1), 64–77. https://doi.org/10.1017/s0261444809990310

Parrish, N. (2022). The Independent Learner: Metacognitive Exercises to Help K-12 Students Focus, Self-
Regulate, and Persevere (Teacher’s Guide to Implementing Research-Based Teaching Strategies for Self-
Regulated Learning). Solution Tree.

Ur, P. (2012). A Course in English Language Teaching. Cambridge University Press.