I agree with Wanda, 'good equipment' is not high on my list, either. I can remember back to the days when language learning texts included stick-figure drawings as 'high quality illustrations'. As long as you can hear the teacher and see clearly what they want you to...

And just as Wanda, a big point would be that the teacher actually takes into account what I want. That he or she actually LISTENS to what I say I want to learn, and doesn't simply rattle off their own program. Too many teacher have very narrow ideas about what a learner needs to know, normally based on their own backgrounds (social class, education), interests and how they view the subject they teach and those learning it. I taught EFL for many years and I've seen some really blinkered, arrogant, and ignorant language teachers who taught to themselves and not the student.

Over-correction can also be a problem. I don't want every single tiny detail picked on. Let's start with the big stuff, and work our way down to the nitty-gritty when we can understand the nitty-gritty.

And last but not least. PRAISE. You've got to praise the student and let them know that -- despite their errors etc -- they are on the right track and doing well. Some students are lazy, some reluctant, some aggressive, some depressed... but they all need praise and reassurance. 

Language teaching takes good "mothering skills" regardless of the gender of the teacher. If you aren't a good mother, you won't make a good language teacher. In short, that's what would make me quit a lesson the fastest: a bad mom! 

I have logged close to 1,000 hours of Spanish with 30-40 teachers (many iTalki, not all) and I have a strong opinion about this, though it is only my opinion; I am sure everyone looks at it differently.

I'm not on iTalki to learn Spanish grammar or vocabulary. That, I can get more easily and cheaply in many other places. I'm here to chat with native speakers! For that reason, assuming they meet basic requirements (reliable, friendly, good Internet, fluent in Spanish), what I value most is their ability to keep the conversation going.

No matter how interesting I am or they are, any conversation is going to hit a flat spot. With some teachers, they will immediately jump into the void and start chatting about something interesting that happened in their country recently, or whatever. These are the keepers, for me! Others just kind of stare blankly and wait for you to come up with something else. I hate that!

If there are any Spanish students out there, shouts out to Victor Losa, Nestor Cepeda, and Alfredo Gorga, who are masters of keeping an enthusiastic, friendly and interesting conversation going. These guys are worth their weight in iTalki credits ;)

EDIT: I spelt Alfredo's last name wrong.

Hi Mark, welcome to the fold! Of course, you're more than welcome.

Actually, students who come with a clear idea of what they want or those who come with lots of questions are the easiest to teach. In such a situation, an experienced teacher can function as a kind of 'human knowledge bank/dictionary' and provide the kind of detailed explanations and practice that the student needs. It's when the student doesn't know what they want ("I want to speak good English") or has only vague objectives that the task becomes a little tougher. It's hard to hit a target you can't see! In those situations, a conversation about goals and objectives is often helpful.

The point you make about corrections is also a good one. When to correct? It's up to the teacher to know how much and when it is appropriate to correct based on what's important in the moment. Is it more important for us to finish the sentence? Perhaps we are practising a specific grammar point and we need help from the teacher to finish a phrase. Sometimes it's a vocabulary point like you mention, in which case maybe the answer is to make a note and correct after the discussion has finished.

Hello Rob! I've never booked a lesson on Italki or any other online resource. Can I comment anyway?

From one side of the coin as a student  I would want to be corrected. I would like my teacher to be an expert on grammar questions, they might emerge as I do not read grammar books, but I do analyse speech. I would want my teacher to be prepared  with a topic in order not to waste time on one side, but I would not want him/her to be talking on that  topic unless I have a particular question I am extremely interested in.  I think if I chose a teacher, I  would have that done with a particular plan in my head. The second lesson would  be easier to  plan as the teacher will know what gaps I have.  Now you might think ,I need a super professional teacher haha.

From the other side of the coin. As a teacher,  I'd  be glad to have a student who is extremely interested in the language  I am teaching. That is  ideal if he or she is here with a bunch of questions. We can discuss  and separate them into further themes to figure out. 

And  of course we  should  have the decent Internet connection, I hate  interrupting signals especially with voice.The  camera can be turned off.  That is not a big deal unless we  are learning/ teaching  the sign language. 

Why being  a teacher I would not always follow the expectation: "I want to be corrected". I simply do not want to interrupt  you from formulating your thought. It is related mostly to beginners - pre-intermediate levels.  If a student makes too many mistakes I would not interrupt him after  every word , saying incorrect, correct is this way. He will simply forger what he was talking about.On the other  hand I would correct him if he makes mistakes in vocabulary usage. Too long...

Wanda Schrijvers-E. I think lessons should at least feel natural whether they're planned or otherwise. I mean, the student should always feel comfortable and that they are getting what they've paid for. Especially when they've explicitly asked for it. It sounds as though you were pretty clear with your teacher that you didn't want a planned lesson, so that's fair enough. In fact, I had exactly the same experience as you with one of my own teachers. I told them I really just wanted to speak and be corrected, as I'd already done a mountain of grammar and pronunciation. In the first lesson they set out to teach me grammar and 'perfect' pronunciation. Exactly what I'd asked them not to do! I understand it's frustrating.

Regarding videos, that's curious. I must confess I do ocassionally use videos in my lessons, though I always either keep them to a minute in length or send them to the student to watch before the lesson. I get that students are paying for my time and don't want to spend that time watching a screen in silence. That said, one of my own teachers used short videos in her classes and I didn't mind because it made sense in the context. Also, she is a really great teacher. Perhaps it's down to personal taste.