and teaching quality. In one study that examined the assessment of charisma as a factor in effective teaching, charismatic teachers tended to receive good student evaluation and were also perceived as being more funny, helpful, encouraging, knowledgeable, sympathetic and other traits that are considered charismatic. Besides that, the study of Yun-Chen Huang and Shu-Hui Lin shows that different teaching methods can also increase the charisma rating of a teacher. For example, teachers that are perceived to be more charismatic offer explanations, answer questions by students, vary their teaching methods, and are also interested in and express concern for their students and their learning progress. Charisma of teachers is becoming more recognized recently with the introduction of an instrument to measure charisma, called "Inventory of Teaching Charisma in the College Classroom" (ICCT). Lecture fluency The fluency of a lecturer when delivering teaching materials can contribute to the effectiveness of student evaluation of a teacher. According to the study of Shana K. Carpenter and colleague that examine the effect of lecture fluency on learning perception, a lecture that is considered to be fluent suggested that the teacher stood upright and straight, maintained eye contact, and spoke fluidly without notes whereas reasons for considering a lecture disfluent include teachers that are slumped and stand with a bent back, look away, and speak haltingly with notes. Furthermore, the study also shows that fluent teachers that are prepared and well organized will receive better ratings than a disfluent teacher that is unprepared and disorganized in student evaluations of the teacher. Although the same study of lecture fluency on learning perception successfully shows that lecture fluency will increase the student rating of a teacher, further interpretation of the results suggests that lecture fluency biases the students’ perceptions of their own learning because lecture fluency did not actually affect the amount of information learned. Non-verbal behavior Non verbal behavior or non verbal communication is a series of wordless behavior that is projected by the speaker to the listener. Common examples of non verbal behavior include eye contact, smile, facial expression, distance between speaker and listener and any other wordless behavior that can communicate information between people. According to Virginia P. Richmond on 'Teacher Nonverbal Immediacy', teachers that show more positive nonverbal behavior increase the immediacy between students and also contribute to higher student rating. For instance, teachers with better rating by students were more likely to express