Establishing Rapport in the Classroom

In his literature review, Neil Fleming (2003) found that various studies pointed to the importance of the professor’s rapport with students and the effect of professor-student interpersonal relationship on student learning. Results suggested that students were more likely to understand the content and learn more effectively if the professor built relationships, communicated respect, consideration and empathy for the students.

To start the new academic year with a welcoming classroom climate in your classes that will contribute to learning, consider the following strategies listed by Nancy Chism:

• Display authentic concern for students and avoid patronizing behaviors;
• Attend to terminology preferences of social groups by reading and listening to discussion as well as asking directly;
• State explicitly that diversity is valued in the classroom and deal promptly with biased student comments rather than ignore them;
• Personalize the classroom interactions as much as possible by engaging in informal discussions before class, using students’ names and encouraging students to visit during office hours;
• Enrich course content by drawing on perspectives, examples and references that reflect the fullness of human inquiry.

Additional ideas:

• Encourage open debate, self-disclosure, and ask students about their viewpoints or feelings;
• Allow plenty of time for students to ask questions and challenge the professor’s views;
• Incorporate humor, praise student performance and engage in conversations outside of class;
• Use inclusive language and avoid sarcasm and indifference;
• Encourage involvement, commitment and interest.

Fleming, N. (2003). Establishing rapport: personal interaction and learning. The IDEA Center. Retrieved September 3, 2013, from http://www.theideacenter.org/sites/default/files/IDEA_Paper_39.pdf