When we teach taking into account the learning styles we have in the classroom. In the classroom I use the REAPSES Method and before giving the subject I consider if there are students who like to be protagonists or are pragmatic or reflective theorists to adapt my classes and practices to all learning styles.

The assessment of how well a lecturer teaches is subjective and can vary from person to person. Different individuals may have different expectations and criteria for evaluating teaching quality. These criteria include clarity of communication with the students, engagement with the students, the lecturer's good knowledge of the subject that attracts students to enjoy the subject, and how well the lecturer interacts with the students.

For assessing teaching quality, it is essential to look at different angles. The evaluation largely depends on the goals and standards set by the educational institution, the expectations of the students, and the specific context of the course. In general, a well-taught class is one where students gain a solid understanding of the material, are engaged in the learning process, and feel supported in their academic journey. Regular feedback mechanisms, such as course evaluations, can provide insights into how well the lecturer is meeting these criteria.

It is a subjective matter. In my opinion, how well the teacher teaches itself indicate the quality of teaching. It consist of different factors like commitment, good communication skill, ability to cater individual differences, satisfying the needs of the students, maintaining interest, knowledge of the subject and organizational skills. All these factors can be addressed by by asking two major questions by themselves: For WHAT and WHY i am Teaching?

Some teaching is tricky! topics can be challenging to engage with and emotionally demanding - I teach mental health nursing, sometimes the learning is not apparent until much later. Much of my "teaching" aligns more to facilitating learning and providing opportunities to view things from different perspectives, rather than traditional teaching factual information. Do think that the ability to engage with learners is key but there needs to be substance to your teaching to bring the quality.

It is necessary to "unlock" the way, the path, through which one learns. Interaction is a prerequisite and it can be achieved by mastering the material one teaches. The students are not just "units" with personal ID numbers but have a specific background and thus abilities and expectations. So, adapting the way one teaches is valuable. Lecturing is considered by some as a convenient way to teach and "just" as they teach the same material in the same way to all. But the students need to make the new knowledge their asset, they need to own it and use it. It needs to matter to them.

Having all these in mind, lecture fails to meet these demands. As for "how well", this can be very easily answered when the exam scores is all that matters. SINCE it's not, it depends on qualitative criteria which are not or cannot be measured in the same way for every one. Teaching is therefore a multifaceted procedure as it addresses people...

This might have been a bit too idyllic an answer....

Teaching is about helping students learn and above all, about changing their conceptions of the subject matter. So I would almost pose a different question: do I know how the students misunderstand the subject matter?There's a large literature on conceptions of teaching and learning and I am sure that you'd find inspiration for this.

Interessante a sua questão. Partilho o pensamento do educador brasileiro Paulo Freire que nos coloca em perspectiva:

"Ninguém educa ninguém, ninguém educa a si mesmo, os homens se educam entre si, midiatizados pelo mundo". Paulo Freire Pedagogia do oprimido. Rio de Janeiro: Paz e Terra, 1987.

The Lecturer thought confidently, effectively with ease. He/she was Good enough as a teacher confident that their good enough teaching is good enough to let the learners attain the indented objectives.

The commonality from the above comments seems to categorize the lecturer's knowledge in the subject matter as the first indicator, to which I totally agree. I also agree with Bahiar on the concern of clarity of communication with the students and student engagement. Georgia even set the ability to interact with the students as a prerequisite, which I think is reasonably practical in a certain context. As Reina mentioned, it must be a great teacher to be able to cater all the students' learning styles, which I myself have found it very hard, especially in a large class more than 45 students. Thanks to Jonh for providing a thoughtfully different, nice way of finding out the answer to the same question about teaching quality. I also appreciate Luciana for reminding the critical teaching concept by Paulo Freire. Judging teaching as good by measuring whether the students have attained the intended objectives as mentioned by Mark is very interesting. I really appreciate all the input. I would welcome more ideas from more different perspectives - as a student, a parent, a teacher, an administrator, an IQA, an industry, etc.