This course was the one that got good teaching and a bad learning environment. In order to teach well, I incorporated strategies such as encouraging students to connect the material to their own lives, and giving students opportunities to lead their own discussions about the material. In order to make the learning environment as bad as possible, I let the students keep their technology, which freqently distracted them; opened the windows in the classroom, which made the room very cold and uncomfortable as well as letting noises from the outside world enter the classroom; and put demotivational posters on the wall to make the classroom convey negative emotions to the students.

This course was the one that got bad teaching and a good environment. To make the teaching ineffective, I took every method that I used in the previous run of the experiment and reversed them. I tried to seem as nervous/uninterested as possible by slouching in a chair as opposed to standing up straight, mumbling instead of projecting my voice clearly to the class, and dressing very casually. I went through the course material with my only goal being to simply get through it, and did not take measures to help my students absorb it better, such as making connections. However, the environment was much less distracting than the first time, which I accomplished by shutting the doors and windows to block outside distractions, having the students put their devices in a phone bin upon entering the class, and seating them in a semi-circular formation, which helps to facilitate discussion.