Hi Jennifer,
Maybe you can pitch your approach a little differently and ask the student if you can help them in anyway to over come their missing of class. So you are establishing yourself as a supporter of their efforts as students and not trying to run them down as a result of their absence.
Gary
Why is the development of rapport with students so important in teaching?
It starts with the ability to open a students mind to accepting what you are teaching. If you develop a competitive or advesarial relationship it will create animosity and your lessons will not be accepted as competent and reasonable. Although you may suspend judgement ....that students will not.
This is one area in which I have difficulty. I am required to contact my students each time they miss class and inquire as to the reason why they missed class. Students frequently take this action the wrong way. They assume I am trying to be their friend. This is made worse by the fact that I have the same core students for several straight quarters. It's difficult to draw the line without putting students off and making them feel like they aren't important.
Hi Jonathan,
Well said.
Gary
Hi Jonathan,
Good choice of a word. I think we fulfill this term in a lot of what we do because we are "coaching" them as they prepare to enter the big game (work world) and be successful.
Gary
I just wanted to mention here the value of getting older. (Yes there is a value). Because I am semi-retired,wrinkled and balding there is almost no chance that any student will think of me as a friend. Occasionaly I become a father but not a friend.
I, personally like the word "coach". As an instructor in a Career College we have a greater responsibilty to help our students. It can't be "here is the material learn it". It has to be here is the material how can I help you or how can we work together to make sure you learn it.
Without good rapport, the students will not feel comfortable to share their thoughts with us. By developing rapport, we are also bringing our students out to share with us. Without rapport, we may as well be talking to a wall or to ourselves.
Thanks for the feedback; I, too, think that using the last name creates a better student-teacher relationship than having them call me by my first name. I, too, like the shortened version of Mrs. G. Thanks again.
Mrs. G
By developing rapport (trust and respect) with the students, the instructor is able to open the door to learning-- the students become receptive to listening to what the instructor has to share or teach. However, the instructor needs to make sure the boundaries of professionalism are not crossed. It is important to be aware and respect that it is possible to be friendly with the student but not friends with the student. The instructor also needs to make sure the students understand and respect this.
Hi Connie,
This is very true. By knowing you have been where they are now and that you have extensive experience in the field you then become a resource to them that they didn't know they had. This really helps with the development of rapport as well.
Gary
Students need to see the instructor as a mentor and someone who has "sat in their chairs" and learned this same information. They need to see that they can learn from the instructors "mistakes" and what other options are out their that can be done in their chosen field. Sometimes, after hearing what their instructor/mentor has gone through they also can see that there are other options and fields that they had not heard of that are possible for them and that using their knowledge currently will make room for them to continue onward.
Hi Judy,
You ask a good question that has a number of different answers to it. Many instructors like to be called by their first name. I have always preferred to call my instructors by their last names and I want my students to address me by my last name as well. I think this sets the tone for the instructor student relationship. Having them call you Mrs. G is a great way to go because the use of a title is there but the shortening of your name to a letter creates a base for the development of rapport on a personal level with your students. I wish you much teaching success, Mrs. G!
Gary
Gaining rapport with students helps them feel connected to you and therefore will be more apt to "hear" the message.
Student rapport is a very important element. I was somewhat taken aback as I sat down in the commons area with one of my students and another student. When my student was introducing me to her friend, she, for some reason, did not know how to address me, whether by Mrs. xxxx, or by using my first name. When I questioned her, she said some teachers tell them to use their first names. I had to think about this for a while. I know I told my class to call me Mrs. xxxx the first day of class.
Is using the first name a new way to establish rapport? Being an old timer, I find this uncomfortable. I like how a few of my students have simply started calling me Mrs. G. That seems a nice compromise.
If a professor develops a rapport with their students, the students are more than likely to be successful in the course. There is a feeling of mutual respect and understanding that allows students to feel 'safe' in participating in discussions and class activities.
Hi Tyra,
Right you are. Learning is an emotional experience as well as cognitive. We need to connect with the emotional intelligences of our students so they will visualize themselves in their career field.
Gary
I absolutely agree with you. Before you can engage the mind, you need to engage or "win" the heart/emotions. Without the buy in, the processors will not fire.
A student needs to feel like they belong and that the instructor wants to facilitate success. Talking to each student about non school related things (sports, tv shows etc.) helps build rapport with students, and makes the instructor seem like a real approachable person.
I feel that developing rapport makes the student feel a part of the course and by feeling a part of the course they begin to feel an obligation to put forth effort. By drawing students into the course you make the course something that evolves and not something stagnant. Students begin to feel a need to come to class and take part.
