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In the first video, the teacher kept saying everything was easy and expected the students to know the answer before teaching or reviewing the material. He'd say things like, \"You don't know? They're very easy,\" \"Any questions? I don't understand, any other questions?,\" and \"These exercises are not difficult, anyone can do these.\" The students obviously have a desire to learn as you can see that they try hard to listen and follow along. They participate any chance they get but these kinds of comments from their teacher attack the students' self-esteem and they become students who choose to shy away from lessons they don't understand. On top of that, the teacher asks for the student's name right before calling on them to answer and corrects them in a non-nurturing way, which creates a real impersonal atmosphere inside the classroom. There were no compliments given, even when the answers were correct and nothing the teacher did ever \"engaged\" his students. He wasn't being patient with them and he didn't give the students time to properly say whatever they wanted to. He intervenes whenever they hesitate and finishes their sentences for them and quickly moves on. Some of these flaws could easily be prevented if the teacher prepares a little bit ahead of time and understands that he needs to adjust his lesson to match the level of his students. In the second video, I was able to tell he was going to be a \"good\" teacher as soon as he opened his mouth. The smile on his face, the notion to get to know the students' names right before the class started, and giving examples whenever he could all play a crucial part into creating a nurturing classroom atmosphere. Right off the bat, the students feel welcomed and probably a bit of excitement because that is how the teacher starts class. He engages the students with a fun little game, pairs them up so that they can discuss the answers amongst one another and uses gestures to help relay his instructions and explanations so that they'd understand a bit better. Because of his kind and approachable demeanor, the students weren't afraid and were more willing to blurt out answers, even if they might be wrong. His patience and ability to adjust to his students were reflected by their undeniable interest in the lesson, class participation and completed activities.
