actually learned anything new. This is in contrast to the original study, which argued that people attending the lecture actually believed they were learning new material. From their research they were able to reason that an enthusiastic speaker may entertain an audience, but much more is required to be a successful teacher. Halo effect The halo effect shares similar qualities to those of the Dr. Fox effect in relation to student evaluations of teachers. The halo effect is a cognitive bias in which our general impression of a person influences how we feel and think about their character. For example, attractive-looking people create a halo effect in which we perceive them as kind, smart or successful, but it may not be true because their attractive appearance interferes with our judgment of their performance capabilities. In one study examining halo effect on student evaluation, there was a better rating for teachers who provided more nonverbal immediacy, but the study also found out that a better evaluation of teachers was related to a greater halo effect. In the Dr. Fox effect study, a similar effect was found when Dr. Fox presented the lecture in an expressive manner. Effects of instructor characteristics on student evaluations From the experiment of Dr. Fox effect, the expressiveness of a teacher when delivering lecture material can affect student evaluation of the teacher. Other than that, individual differences among teachers such as personality, popularity, lecture fluency, non verbal behavior, and attractiveness can also affect student evaluation of teachers. Personality Instructor personality is one factor that has been shown to affect course evaluations. For example, in one study examining the big five personality dimensions, teachers who were perceived to be more extroverted, open, agreeable, and conscientious were evaluated more favorably, whereas teachers who were perceived to be more neurotic were evaluated less favorably. Further, Murray and colleagues suggested that the effects of instructor personality on student evaluations of instructor vary across the type of course. Although some traits, like a teacher's leadership, consistently predicted course evaluations, other traits varied across type of course. For example, a teacher's sociability positively predicted course evaluations in introductory psychology courses, but not graduate psychology courses, whereas the ambition of an instructor showed the opposite relationship – predicting evaluations of graduate, but not introductory psychology courses. Charisma The charisma or popularity of a teacher might also be a factor that contributes to teacher effectiveness