Passion

Last spring I had the chance to take a music history class with Dr. Griesheimer.  The course was called Music History: Antiquity to 1750 (quite a span).  Coming into the class I had very little interest in music history, especially such ancient history, I just enjoyed music (and needed to take it in order to get a music minor).  After the first day of class however I was enthralled, solely because of the incredible passion that Dr. Griesheimer has for the material.  There were numerous instances when he would be overcome with emotion after listening to an excerpt from a beautiful piece of music.  It's hard not to get excited about a discipline when the teacher is so enthralled and invested in the material and passing on that excitement to others.  I have no doubt that the information from this course could be very bland if not taught by such a passionate individual.  This professor also teaches two other music history course which I am not required to take but because of Dr. Griesheimer's compassion I am tempted to enroll, or at least audit.  There is no question  that students can sense the passion and investment that a teacher has for their discipline and are captivated when the teacher shares this knowledge and excitement with them.

Authenticity

There is no doubt that honest relationships with students are necessary in order to create a good learning atmosphere.  Authenticity is the first step to establishing good rapport.  In my experience working at a YMCA day camp for the last few summers, I have realized that children respond well to and enjoy being around teachers/counselors that show genuine interest in students.  I think that showing interest in students lives outside of the classroom is a good way to show that you are authentically interested in the lives of students and their success in the future.  Teachers must somehow reveal to their students that they are indeed human beings and have lives and interests other than teaching without boring students or revealing too much.  If a teacher comes across as "fake" students will fail to feel motivated to learn the material that is presented.  Inversely, If a teacher does act with authenticity, or 'as themselves,' students tend to behave better and work harder.