Importance of teacher's physical presence in class plan

FOSTERING A SENSE OF AUTHENTICITY
Students want and need sincerity, honesty, and care for the subjects they are being taught. This multidimensional approach is not easy, but it is attainable. The path is a journey of critical reflection that can include peer coaching, caring colleagues, and a teacher’s own self-reflective toolbox.
Authenticity involves the sincerity of caring about your students and wanting them to grow. It’s the backward-planning process that integrates what you know and are interested in, what your students know, and what they really need to know.
As in any relationship, an honest approach to your class, to yourself, and to the subject matter is vital to the effectiveness of your instruction. Giving students honest responses like, “That’s a very good question. I don’t know the answer right now, but I’m going to write it down and get back to you tomorrow,” or “Class, I apologize...” can encourage students to take healthy risks in discussions and can give them permission to be imperfect.
Enthusiasm, creative lessons, implementation of technology, use of audio and visual input, or guest speakers will definitely help build your presence in the classroom by making your lessons more engaging. Building your own growth mindset so that you continue to improve lessons is just as important. Ultimately, these things show how you value your subject matter, which your students will assess as they decide how authentic they think you are.
BUILDING STRONG RELATIONSHIPS
Developing positive and optimistic relationships is a worthwhile goal to have when establishing presence. An effective educator communicates a genuine belief that all students are capable of growth and learning.
Relationship-building skills always begin with the critical skill of listening. We should actively listen by asking great questions, having the patience to listen, and showing genuine interest by either asking follow-up questions or validating students’ responses in a positive manner.
To create this type of engagement and shared focus, you may want to start class with warm-up writing that intertwines issues of personal relevance to the students with the lesson of that particular day. You could start a high school government class on the First Amendment by asking, “What rights do you wish you had as a student that you currently don’t have, and why?” This type of question shows that you have empathy with students’ perspective on the world and with their struggles.
It’s the authenticity of the relationship that permits students and a teacher to see each other and know that what is being shared is real.