Building Rapport
To build rapport in the classroom is to build a relationship with your students based on trust and mutual respect. This is important because it can help lower behavioral issues and because students will feel that they can come to you if there is any problems going on in their lives. Plus, students might actually like to come to class and learn from you. All the suggestions and tips form the readings and video clips for building rapport are really helpful and I plan to use quite a few, if not all of them when I start teaching (perhaps not all at once though). The two that I though could be the most useful in my classroom are chat with your students and trust your students. It’s important to get to know your students inside the classroom and out. Showing an interest in them as individuals will go a long way to building good rapport. And trusting your students is important to. If students feel that you don’t trust them, they won’t trust you. Giving students responsibilities in the class room can show you trust them to do what is right.
Learning student’s names as quickly as possible is also a good way to build rapport, and it might also be one of the hardest to do. Depending on the grade, you might have one set of students all day or multiple sets. No matter what situation you find yourself in, learning your student’s names in first week of class is essential. Here are a few tips that I found helpful and that I plan to use on my first class.
Learning student’s names as quickly as possible is also a good way to build rapport, and it might also be one of the hardest to do. Depending on the grade, you might have one set of students all day or multiple sets. No matter what situation you find yourself in, learning your student’s names in first week of class is essential. Here are a few tips that I found helpful and that I plan to use on my first class.
- Use students' names as often as possible.
- Visualize their faces when you grade their first assignments
- Have students give their name each time before they speak. This can be continued until everyone (instructor and the students) feels they know the people in the room.