This makes learning difficult for the rest of the class. This could lead to more classroom disruptions and thus less learning. Another important reason to have a good rapport with students is that especially in an ESL classroom where confidence may be lacking, students need to feel safe and secure. Many students will already walk into an ESL classroom feeling less confident as this is a completely new realm of learning and vulnerability for them this may be more true for older children and adults rather than young learners.
They need to feel like it is okay for them to make mistakes and to look to their teacher for guidance. This could lead students to reciprocate the disrespect and can lead to classroom disruptions. It could also lead to students refusing to attempt to try because of fear of failure due to the lack of confidence created in the classroom.
Lastly, it is important to have a good rapport with students as it creates a fun classroom environment. How might we build rapport with our students? Try any or all of the following suggestions for developing rapport with your students:. Remember that any one of these actions alone is unlikely to build rapport. Instead, combinations of these behaviors implemented consistently over time produce the synergistic effects necessary for rapport to emerge in your teaching.
How will you know when rapport is established? Probably the most reliable metric is the behavior of your students toward you. If they approach you with questions, comments, and personal remarks; smile or laugh during class; seek you out during your office hours, ask your advice about something; tell you that they liked a demonstration or lecture or that they are enjoying class, you can bet that you have developed some degree of rapport with your students.
Matters often become especially clear when we look at them from an alternative perspective. In this case, we might consider the importance of rapport-building as creating a context for enhancing teaching and learning by contrasting it with one of its antitheses, alienation. From this vantage, it is easy to see how rapport-building contributes to creating a context for establishing a positive emotional classroom atmosphere and helping students learn.
After all, most students view their courses as much more than mere intellectual exercises. They often develop strong feelings about their courses and their teachers, which may be positive or negative, depending on whether those teachers take steps to build rapport or to alienate them. By not actively seeking to build rapport, we may unwittingly alienate our students.
The risk of unintentionally alienating students is particularly high in large classes-say those of 50 or more students. There seem to be just too many names, faces, and lives to get to know; thus, we might assume from the outset that building rapport in a class like this is impossible. Au contraire! Effective teaching involves tinkering with that environment so that we maximize the chances that students will learn from our courses.
Rapport-building is one way to hedge our bets that we will be successful in this endeavor. APS regularly opens certain online articles for discussion on our website. Effective February , you must be a logged-in APS member to post comments. By posting a comment, you agree to our Community Guidelines and the display of your profile information, including your name and affiliation. For more information, please see our Community Guidelines.
Scientists must strengthen our connections with the public to better ensure that accurate and modern insights into human behavior are used to inform decisions. Excerpts from the research of a few of the remarkable psychological scientists we said goodbye to this year. APS priorities are echoed in the U. Amirzit S Huidrom February 12, Related Society Needs Science—and Science Needs Society Scientists must strengthen our connections with the public to better ensure that accurate and modern insights into human behavior are used to inform decisions.
In Their Own Words: Lives Lost in Excerpts from the research of a few of the remarkable psychological scientists we said goodbye to this year. Arena APS priorities are echoed in the U. We use technologies, such as cookies, to customize content and advertising, to provide social media features and to analyse traffic to the site.
Building Rapport with Your Students. October 5, Maryellen Weimer, PhD. Post Views: 2, Sign Up for Faculty Focus! First Name. Last Name. Job Title.
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