+1 for writing at mouth height! Higher works as well, but anything lower is just terrible. And keep the lines short, 2.5m is absolutely enough! (Easier for you to write and much easier for the students to read.) An addition maybe, I'd like to keep one eye on the upper limit of the board, to check if I'm still parallel.

I think it would make this person appear more approachable e.g. for questions. On the other hand it might lead to problems when grading students, esp. in oral exams.

An option, with a sufficient English level, is to teach at international schools. And I suggest you try to get an internship, if you haven't taught yet. As it can be a very demanding job ...

If you use the math environment in LaTeX, the equations are in a new paragraph and get centered, so they are relatively easy to skip, if you arrange the text around it in a way that does not necessarily require the math. See here: lyx.org/images/about/preview_dvi.png

In support of @alephzero's comment, in pedagogy / communication courses I came across the term I-message, which I really like. It's all about: "I don't understand why..." vs. "You must be wrong...". See here for further information: en.wikipedia.org/wiki/I-message

At ETH in Zurich it is usually the European version, but in Computer Science they added very recently what they call "Direct Doctorate", see here: inf.ethz.ch/doctorate/direct-doctorate-computer-science.html‌​.

We have focused on very different parts of his notion of "continuous". I assumed that, by "writing out all of what I want to say", he doesn't imply saying exactly what he wrote. My notion of continuous planning includes flexibility in wording as well. And I really like your list!

@8protons My planning rarely works out, having it planned in a continuous way, leaves me with less / smaller problems.