Establishing Rapport

Building rapport in the classroom

Building rapport is one of the most important steps to ensure a good learning environment, ESL or otherwise. By building rapport you learn more about what is important to your students and can make your teaching more authentic and meaningful. It will make all the difference in your students? enjoyment of the class.

Rapport is defined as ?Relationship, especially one of mutual trust or emotional affinity.? Jerome Stark of The Coaching Clinic recommends five steps for building rapport. The first step is to be curious about the other person. People respond to those who are genuinely interested in them. Secondly, when asking questions of others, be certain to give them time to respond. Once again, this shows that you are interested in them and is a sign of respect. The next step draws on Neuro-Linguistic Programming (NLP) techniques by suggesting that you mirror their demeanor. You can learn a lot about a person through observation. A good percentage of all communication is conveyed nonverbally. That includes eye contact, body language, voice tone and one?s self talk. NLP experts advise building rapport by mimicking these nonverbal cues. For example if your student is speaking slowly and softly he or she will feel at ease if you are doing likewise. The fourth suggestion is to focus intently on them, free from distraction, so that they feel that you regard them as important. Lastly, to demonstrate that you understand where they are coming from, tell them about similar experiences or thoughts. This will develop a level of trust which is crucial to building rapport. 

While that is all good advice, I feel these and other formulaic recommendations for building rapport can be insincere by virtue of their coming down to a process that you take on. Rapport is something that comes naturally. It is just a matter of caring about your students and really being present. Meditating and breathing before class is a perfect way to clear the mind and become more present. When you relax into it and let go of any seriousness you may have from preparing for class, your openness will be apparent to your students and will invite more interesting conversations. 

Of course every teacher will encounter students with difficult personality types that they might not otherwise not develop an affinity towards. Rapport is not about getting approval or being liked though it can certainly be an outcome. In these cases rapport can be developed by trying to understand what the student’s underlying need is and how to satisfy that need in some way . One example of a difficult personality type would be the power junkie. The power junkie will interrupt, squelch ideas, boss people around and intimidate others as a means to feel in control. Their insecurities can be appeased by giving them recognition for their strengths and communicating what is needed while avoiding power struggles. 

The basis for any successful student-teacher relationship is rapport. The first class is a time for the fun of getting to know your students and providing opportunities so they can get to know you and your classmates as well. That can occur through games or simply through conversation. From then on each class should begin with a point of personal connection with one’s students and proceed in a way that makes all students feel welcomed and valued.

Establishing rapport in the classroom

Establishing rapport in the classroom is one of the fundamental aspects of helping students? reach their potential when learning English. A classroom where the students are motivated, feel included, believe that they are contributing in a worthwhile manner, and where they feel safe, can all be enhanced because of good rapport being established between the teacher(s) and students, and amongst the students themselves. 

There are many different ways of a teacher establishing rapport. Often it will take time for a new teacher to learn how to do this, and each class is different from the next. However, remaining calm, positive and approachable are all vital to establishing rapport. A teacher is the leader of the class and has to set boundaries early on however, boundary setting does not mean that the teacher reinforces a hierarchical gap between him or herself and the students. Students should be treated respectfully at all times (no matter what age), and it will become apparent to them that they are in an environment conducive to learning English. They will soon become aware that their opinions, answers, efforts, and even their errors are all appreciated, as all aid the learning process. It is fairly natural that a student (especially younger students) may want to do their best because of a good relationship with their teacher whom is seen as a mentor and motivator. It is also common that students will continue their studies if they feel like they are achieving and are being given the best opportunities for success. 

There are several ways to understand your class, and to know if a good relationship amongst the teacher and students exists. The teacher needs to be alert and observe students? body language. If students are bored, tired and feel like the class is just wasted time, they will soon show it through their body language. Although a teacher may have good rapport with a class, they still may find that the students get bored etc. However, it will be easier for the teacher with good rapport to pick the class ?up? if they are aware of sinking energy levels etc. Bena Gul Peker believes that ‘by establishing rapport, we can create bonding, affinity, empathy, and harmony, all of which are essential in the classroom’ . 

Maintaining rapport as well as establishing it is also essential. Teachers must be viewed by their students as flexible and fair. Don’t bring personal issues into the classroom, and if there have been prior issues with a student, let it go. Never ridicule your students, and try to give criticism discreetly, and above all, fairly. Students need teachers whom they respect. Likewise, the teacher’s motivation needs to be keep at an optimal level as ‘enthusiasm is contagious; it commands attention and inspires concentration. The behavior of students will rarely be a problem when they are interested and focused on the subject matter.’

To establish rapport on more specific level, start at day one and continue to make the effort as the year proceeds. Taking an genuine interest in your students, knowing little things about them and their families, asking how they are, listening and being approachable are all vitally important. From the beginning, encourage the students to get to know each other (remember their names and use them!), and mix students up into differing sets of working companions etc. from time to time. Play games that help the students to know each other and become familiar with each other to make everyone feel comfortable. Three suggestions that were suggested by Brenda Smith and Phil Race in order to establish rapport are arriving to class early, writing ‘welcome’ on the board and surrounding it with each student’s name, and greeting each person as they arrive to class and chat informally before class. . If these sort of things are done early on, and if each class has an aspect of sharing (a story telling session, a news section for the week from one member, for example), then it would seem to follow that students would look forward to that class. The class would have a sense of unity, would be seen as enjoyable, and would ultimately motivate the students. 

Establishing Rapport

Establishing rapport with students is established from the very first lesson. Each individual teacher will establish a unique impression with the students by the way they present themselves to a class and how they initially create the class environment. However, building rapport is not a one time event. It should continue throughout the duration of the entire course. Building rapport means that time is spent developing a positive relationship based upon mutual enjoyment of activities and cooperation over the period of time teaching.

There are many ways for a teacher to establish rapport with students and this must start before the class or term begins. A teacher should be organised and prepared, not only for the course and its material but also about the students themselves. Even without having met the students a teacher is able to gather information such as the demograph of students, age, culture and also should be aware of the rules and regulations of the school itself. Being professionally organised will demonstrate to the students that there is an essentially serious side to the lessons alongside the more fun activities a teacher can introduce. 

Once the course is due to commence the teacher faces one of the biggest challenges whereby the teacher and students will be introduced to each other for the first time. One of the keys to establishing a good rapport with students is the power of observation. To observe your students will give you insight into their knowledge of the subject at hand, their personality, the way they interact with others and their expectations of you as their teacher, mentor and provider. To learn something about a student is the process of getting to know them. The more you know about them the more you can engage them and therefore they will also get to know you.

Teachers can prepare ice-breaker ideas before the class commences and it’s a good idea to use these in the first class. It is during this time that a teacher will begin to gain students trust and can demonstrate an open and safe environment. A teacher will also be able to assess the stronger and weaker students at this time. 

During the initial classes and at the beginning of each new subject a teacher can get the students thinking and talking about the course material. A teacher should go through the ‘basics’ during the first lesson such as contact details (to let the students know how and when they can contact you ? this provides a controlled open environment), the course syllabus, grading and hours of study to name a few. A way to empower your students is to have them interact and assist you in setting the course structure. This will also demonstrate both the teacher’s and students’ needs and expectations. 

Once the initial introductions and ice breakers have been performed and the students understand what is expected of them the teacher can start to explain and demonstrate their style of teaching. A good teacher should encourage questions and this helps in sustaining an open environment. 

Building and sustaining a rapport with students will dramatically improve your effectiveness as a teacher. Projecting yourself into the students? situation will enable a teacher to be empathetic and understanding and use positive reinforcement to challenge your students to achieve their highest level of performance.