-How hard of a grader will I be?
-What style of management will I employ in the classroom?
-How much of my personal life should I share in the classroom and with students in general?
It is this last question that Lang focuses on, and I will follow him in this. Lang's first point is that this issue becomes less of an issue as time progresses, because we integrate our teaching persona with our selves, as our comfort level in the classroom increases. Relatedly, Lang says on p. 296 that "the more experience I have as a teacher, the more I am willing to allow other parts of my life, or other faces in my life--father, husband, musician, and so on--to form part of my teaching persona." Finding a comfortable level here will result in naturally staying at that level of transparency.
Lang's second point is a story, summed up by the advice from the head of a seminary: "Just when you think everyone's thinking about you, it usually turns out that nobody's thinking about you at all." This is a good piece of wisdom in and out of the classroom, according to Lang.
Overall I thought the chapter made several good points. Though I've been teaching as a faculty member for 5 years, and as a grad student for a few years prior to that, I'm still working through some of these issues. As I reflect, I definitely show more sides of who I am to my students now than I used to, including significant things such as my family and moral beliefs, and less significant things such as my love for U2, the Kansas City Chiefs, and cycling. Part of this is that I'm just "being myself," but I also think that many students appreciate a professor who opens the door to his or her life a bit. A significant benefit of this is that it fosters trust between students and the instructor, at least from my own experience. And this is crucial not only to an enjoyable classroom environment, but to high quality teaching and learning as well.