• Participates fully in input sessions
• Does not use input time for writing future lesson plans
• Calls in to inform tutors of lateness or illness
• Is independent and does not rely too heavily on help from tutors
• Is prepared to experiment in the classroom and learn from mistakes
• Understands that the tutor's role is to guide and support trainees but not to spoon-feed them or plan lessons for them
• Is able to take on board tutors', colleagues' and students’ suggestions and put them into practice
• Is able to assess his / her strengths and weaknesses objectively
• Takes notes and remains quiet when observing colleagues or experienced teachers
• Always references sources appropriately
• Always references classroom materials appropriately
• Collaborates with peers and builds the ‘team’
