New Training:
“First Things First: Establishing Rapport”
(Based on the article “Creating Positive Emotional Contexts for Enhancing Teaching and Learning” by William Buskist and Bryan K. Saville at Auburn University)
Whether or not you establish rapport with a class can make or break how successful you’ll be with your students. As a supervisor, most of the times students came to me requesting to change their class came down to the fact that the instructor had never realized how important it was to establish rapport at the very beginning of the relationship with the students.
When evaluating the effectiveness of an instructor, rapport is generally ignored in favor of teaching techniques and modes of testing, which are more easily conceptualized and manipulated.
An Auburn U. survey of several hundred students enrolled in an introductory psychology course asked three things: (1) the extent to which they have experienced rapport in their classes; (2) what teachers do to develop rapport with them; and (3) how rapport affects their academic behavior. What percentage would you guess of the university students answered that their professor had established rapport with them? I would have expected approximately one third; however, about half of the students answered affirmatively.
Can you guess the most common teacher behaviors that contributed to building rapport?
Showing a sense of humor/availability before and after class/encouraging class discussion/showing interest in them/knowing students’ names/sharing personal insights and experiences/relating course materials in everyday terms and examples/understanding that problems arise that hinder student progress
According to students, what are the most common positive effects of rapport on academic behavior?
—Increases enjoyment of the teacher and subject matter of the class/motivates students to come to class more often/causes students to pay more attention in class and therefore enhances student receptivity to what is being taught
The following tips toward building better rapport will not only go a long way toward students’ following your rules and doing well in your class but also requesting to remain in your class vice changing to another teacher:
Learn your students’ names quickly and call on them by name
Learn something about your students’ countries, interests, hobbies, futures, etc. (See article on “Getting Started”)
Arrive to class early, stay late, and chat with your students
Set logical class rules and explain why they are what they are
Limit “teacher talk” and emphasize “active learning”
Praise good comments, questions and answers
(Very important!) Be enthusiastic about teaching and passionate about your subject matter
Crack a joke now and then
Be humble, and when appropriate, self-deprecating
Make eye contact with each student without staring or glaring
Be respectful
Remember to smile
(To receive a certificate for this training, Send the answers to the following questions to: Elitesl29@hotmail.com Remember, your email will never be sold or given to anyone.)
What are students likely to do if rapport isn’t established?
Why isn’t “establishing rapport” normally formally evaluated by supervisors?
What percentage of students in the survey said that their instructor had established rapport with them?
Which five tips do you believe are most important towards establishing rapport?
