I want to be optimistic and talk about the theory of the “good enough” teacher and say, a lot of it is how good your “B game” is.
A lot of it is just the teacher being there in “steady eddie” fashion.
An analogy might be for a doctor to ask himself or herself, well, how much good did I do this week for the patient with whom I connected least well?
If a teacher tries something fancy, like emoting all over the children and then stopping this when the energy slumps, that might actually be counter-productive, especially if the kids pick up on the fact that it’s phony which kids certainly do pick up on.