One of the problems that comes with knowing a bunch of SLA theory is that as a language learner you may well not agree with what your teacher thinks is the best way to learn their language. I have three excellent teachers, but here are three things I (don't) do:
I think most homework is a waste of time. I usually don't get given much homework, just an exercise or two, and I do them because I think they are important for my teacher-student relationship. If homework was things like "watch some Mongolian television", or "read this kids' book", then I think that would be valuable (though I still won't like being made to do homework!), but most language exercises are skill-drills, not comprehensible input.
2. Vocab work
I almost never go home and memorise new vocab. I think my teachers expect that I will, and probably think that I do because my recall is usually pretty good, but I think memorisation is an inferior method of learning new words. So I tend to learn what we do in class and forget the rest.
I actually do do some vocab memorisation, with ANKI, but I partly do this because I like punching through flashcards on my phone now and again, and it helps remind me of infrequently used words. So I am not a purist, but vocabulary acquisition is not my main game.
3. Error correction
My understanding of the state of SLA research is that most error-correction has little to no effect on language acquisition. This means that I am fairly lacksadaiscal about mistakes. I'm happy to hear them corrected, but I don't take them to heart in any way. I just figure that continual exposure to correct forms will swamp and overwhelm my leaners' errors. This reduces my speaking anxiety, and helps shut off the monitor. I don't spend time trying to correct myself particularly, and I don't spend time dwelling on them.