Yes, I agree that an environment in which the
students are respected is helpful in encouraging
both participating and motivation.
I strive to learn all the students names by the end of the second week of class...to help with this, on the first day of class, I take photos of all my students so I can practice putting names with faces even when we're not in classroom. It works great and definitely speeds up the process.
Even when I started teaching online, I encouraged students to post a picture of themselves so I can could associate their name with a face -- seemed to help get to know each of them a little better.
Building rapport with the students is very important in the classroom. I think rapport helps students feel more comfortable in the classroom. The first day of class I can sense that everyone is nervous and once I begin developing a rapport with them they feel more at ease. Rapport takes time because the student wants to feel that they can trust you.
It's important to develop rapport with students because it creates an atmosphere that is conducive to learning. When the students feel that you are "connected" to them they trust you and this allows them to embrace the information you are teaching them.
Students do not want to be talked down to or feel as though they are stupid. They need to have the "ah hah" moments of learning.
there is a very fine line between the student viewing you as a mentor and not a friend. This is what I see as a slippery slope. I am very careful of this because once the students view you as a friend it becomes difficult to remain a strong leader in the classroom.
Because it helps the instuctor open the door to the student and the course material.
Hi Jennifer,
Good point. Trust leads to respect and respect leads to rapport. This is what teaching is all about and we need to keep that in our minds at all times.
Gary
I believe it is very important so the students learn to trust you and what you are telling them. If they learn to trust you as a person, they will be more willing to listen to what you are teaching them in the classroom.
Great point. An instructor is a mentor. They are their guide to obtaining knowledge. They are not their friend in making sure they pass the class. Mentors need to know appropriate behavior in gaining rapport with students.
Each student has an opinion and that opinion should be valued.An instructor is not a friend but a mentor and should never cross that line.
With online learning students want to feel like they are more than a dollar sign or a student id number. When students feel like they matter they will want to do better in class.
Hi Laurel,
Good point about remembering names. When you know a student's name it sends a very clear message that you care about them and their success in the course. This helps with the development of rapport as well.
Gary
I find that I can connect with learners much easier if I know their names. This can be a challenge for me as I find it difficult to remember them sometimes. I find names that are the same as people I already know are easier to remember and then it reduces the number of harder to remember names. I also like unusual names and therefore they are also easier to remember.
Hi Bret,
Good comments about the rapport question. I am a big promoter of developing rapport with students because I define rapport as creating a mutual understanding between instructor and student connected by dedication to the field. By developing rapport an instructor is able to offer consulting and input into their career development.
Gary
Interesting point ... some would think developing a rapport with students is in part, by definition, un-professional.
I think it is a provocative subject, as my old British professor would say, to discuss how it is to build rapport, which one could argue necessitates relating to students, but yet doing so in a way that serves two purposes: (1) builds the rapport by showing you can related to them, but (2) keeps it at a professional distance.
I would love to hear your ideas!
Hi Jessica,
You make a number of good points about how to approach and work with adult learners. They need support and encouragement in order to build their self confidence. They are risking a lot when they return to college after many years out in the field so they want some assurance that they make it in the class. Once they know that then they are a highly motivated group of learners with great life experiences.
Gary
Even after putting students at ease in a safe and comfortable, yet challenging learning environment, there are students that approach the class, the subject, and the instructor with great caution and uncertainty. If I can help alleviate some of the anxieties that come with being an adult learner returning to school or a first-time college student, I have done my job. The primary way this is done is to develop a professional rapport with the students. It's okay to use humor during lectures to get their attention and put them at ease. I like to break the ice on the first day of class by asking each student to list their goals/objectives for the course and some basic background info about themselves, such as hobbies and interests. Call on each student by name and learn their names as soon as possible. If I'm having difficulty with names, I spend a little time toward the end of class walking around and checking names, finding out if there are nicknames or other visual information that will help associate the student with their name. If students know you are trying to relate their background experience and interests to the class while also alleviating major adult learner anxieties through effective communication and teaching strategies, they will appreciate and value the instructor more.
Even after putting students at ease in a safe and comfortable, yet challenging learning environment, there are students that approach the class, the subject, and the instructor, with great caution and uncertainty. If I can help alleviate some of the anxieties that come with being an adult learner returning to school or a firt-time college student, I have done my job. The primary way this is done is to develop a professional rapport with the students. It's okay to use humor during lectures to get their attention and put them at ease. I like to break the ice on the first day of class by asking each student to list their goals/objectives for the course and some basic background info about themselves, such as hobbies and interests. Call on each student by name and learn their names as soon as possible. If I'm having difficulty with names, I spend a little time toward the end of class walking around and checking names, finding out if there are nicknames or other visual information that will help associate the student with their name. If students know you are trying to relate their background experience and interests to the class while also alleviating major adult learner anxieties through effective communication and teaching strategies, they will appreciate and value the instructor more.
Developing student rapport is important because students need to know that you are willing to get to know them not only as students but as adults in the course. Rapport should be built beginning from Day 1. Learning students names shows them that you care about learning who they are and characteristics that define them and their learning. When rapport is built, students feel more encouraged in learning in class because they will feel like it is a positive learning environment that they can learn in. Having an understanding instructor is important in their learning because they are more likely to ask questions in class as opposed to an instructor who hasn't built a rapport with them.
