This question is indeed very important for me. Thus I hope you bear with my subjective explanations for a few minutes. I am an "excellent" lecturer, at least according to course evaluation forms filled by students. More often than not, I use the so-called problem method in the courses I teach, and I advocate a particular philosophy of student-centered teaching. Yet, when I evaluate myself, something bothers me. As a professional mathematics educator, the best I can do is to help my students to learn the concepts and the techniques of the course internally, i.e. bounded to the syllabus of the course.
What if I could see beyond the course? What if I was an active mathematician who indeed works with those concepts and techniques, and knows a more advanced and perhaps more general version of those ideas? I was faced with these questions years ago when people started to compare my teaching with the teaching of a mathematician who is indeed an excellent "traditional" lecturer. To my own view, in a sense he could give to his students "more", since he could also see beyond the course. I had forgotten the whole issue until the current term; for the first time I am teaching a course in linear algebra and matrices for mathematics undergraduate students. That excellent colleague of mine is not around now (!), but the question is badly with me:
If I could see beyond the course what ideas (concepts, techniques, theorems, proofs, problems) would I stress more?
To keep the question suitable for MO, please do not "argue", and just give one piece of concrete advice to a person who now teach to potentially some of your future colleagues!
PS. In this paper (Moore and Less; PRIMUS) you may find the story of the course that the comparison mentioned above started with.