Anyone who has even been in a classroom where the teacher's presentation was lifeless, static, and without vocal variety can appreciate the common sense value of the affective side of teaching. However, unlike the other behaviours, affect cannot be captured in transcripts of teaching or by classroom interaction instruments. Narrowly focussed research instruments often miss a teacher's affective nature, which emerges from a more holistic view of the classroom. This affective nature is the foundation on which one can build a warm and nurturing relationship with his or her learners. What the instruments miss, the students see clearly. Students are good perceivers of the emotions and intentions underlying a teacher's actions and they often respond accordingly. A teacher who is excited about the subject being taught and shows it by facial expressions, voice inflection, gesture and movement-thus communicating respect and caring for the learner is mmore likely to hold the attention of students and motivate them to higher levels of achievement than one who does not exhibit these behaviours. Students take their cues from these affective signs and lower or heighten their engagement with the lesson accordingly. Enthusiasm is an important aspect of a teacher's affect. Enthusiasm is the teacher's vigour, power, involvement, excitement and interest during a classroom presentation and willingness to share this emotion with learners, who will want to respond in kind.
The affective nature of teaching is reflected in
