Hi Glenn! Thanks for your oustanding observations! It's interesting that building student rapport is both a process and a result. Developing rapport with students definitely requires effective communication as well as a sensitivity to diversity, both in culture and in learning styles, yet rapport is also a result from indeed being effective at those communication skills. As mentioned, the methods are often implied. Regarding Cullen's list of pointers about teaching and communicating: -Questioning/eliciting: this is crucial to learning because it fosters critical thinking, as long as the questions not only require identification and description of content, but also analysis application and judgment - referential questions, relating to deeper thought, meaning and process are more effective here than display questions -Responding to students’ contributions: This is a key element because it not only reinforces learning, but it facilitates student buy-in -Presenting/explaining: Given, this is a major part of the instructor's responsibility; an instructor's methods of presentation and explanation should vary to incorporate the different learning styles -Organizing/giving instructions: Clarifying for students the learning objectives/outcomes, resources/tools, expectations and methods of evaluation set the stage for a successful learning experience; students cannot operate in the dark so to speak -Evaluating/correcting: This, since the late 90's, has become a focus of its own - using assessments that actually reflect student learning - not necessarily the traditional exam, but other forms of evaluations and rubrics that authentically evaluate a learner's comprehension, demonstration, practice and application of the subject at hand -Sociating’/establishing & maintaining classroom rapport: Back to your original point; though it may be implied, faculty rapport with students is still at the base of learning dynamics and the student/instructor partnership Thanks again for your comments! Jay Hollowell ED106 Facilitator