Teach English in Xinji Zhen - Linyi Shi

Name: Renuka Palaniveloo Date: 11th May 2019 Why Teachers Should Establish Rapport with Students Teaching is a social endeavour. Quality of teaching and learning success can be attributed to the social relationships teachers have to their students, such include development of positive rapport. (Kim, K 2014) defines rapport as the ability to maintain a harmonious relationship based on affinity. The colloquial thought that happens between the teacher and his students develops a positive teacher-student rapport. Wubbels, T., et.al (2016) attest rapport is characterised by positive thoughts, emotions and feelings of closeness. The teacher can build this kind of rapport with his or her student by being socially there for them. Immediacy promotes rapport. Cracking jokes, laughing a little with the students, sharing life experiences, makes the classroom lively and the students will have an affinity to their teachers. Teachers should cultivate a positive rapport so as to yield positive outcomes as discussed in this essay. For increased quality and higher grades for students. The best way for a teacher to deliver quality service to students and produce high grades from them is by generating a rapport with the students. According to Wubbels, et al (2016), the quality of a degree program increases when rapport exists between the teachers and the students. Multiple pieces of research show that rapport correlates with positive student perceptions, behaviours, and performance. A research study by Martin, D. P. and Rimm-Kaufman, (2015) showed increased efficacy will result in increased quality learning by students to produce high-quality students with greater grades. The student can enjoy studying the subject being taught by paying more attention to the professor-this leads to higher grades. Enhanced communication Frisby (2016) articulates that as rapport flourishes so does the understanding and comprehension between the teacher and students. This ultimately leads to enhanced and excellent communication between the parties. When the teacher or student authentically express their conditions and emotions good communications flourishes. As we know good communication is key to every success in the classroom. It pays to have an effective communication and cooperative students by generating a strong relationship between the teacher and the student. Higher motivation Good rapport comes with a sense of increased motivation. Wubbels, et al. (2016) insist on the development of positive teacher-student rapport. He argues that the prominent sense of chumminess by the teacher will motivate the students to success. The teacher hence feels motivated to achieve this. The teacher can express ample praise, affection and encouragement to promote rapport and students will definitely feel motivated. The student is also likely to participate more in the classroom to make the class livelier. Likewise, when a student develops a rapport with their teachers, they feel their teacher's personalities are like their own and their motivation gets higher, they wouldn’t like to disappoint their teacher. Research shows that students who engage passionately with instructors will proactively work at their relationship and their grade gets higher than that of other students. To build trust According to Wang, M. T., et.al (2013), cultivation of a good rapport with a non-parental authority figure is a cornerstone of any students' social maturation. It defines the student and gears the student to openly discuss their academic state or how much education progress matters with their teachers and mentors. With rapport, there is ease and comfort. Development of a good rapport helps a student feel more ease comfortable in a classroom environment. Teachers create this ambience through rapport as it plays a huge role in the trajectory of student's academic progress and social development. Students will be able to answer more freely and with a greater degree of frankness and demonstrate genuine respect for the things they say or do. When the student is in ease with the teacher he can frankly share his or her despair and teacher can genuinely help. Conclusively, teachers should build rapport with students to increase teaching quality and archive higher grades for the student, enhance communication, promote motivation and building trust with their students. Building rapport is also vital for the teacher to develop an authentic relationship with each and every student. Be attuned to their feelings, encourage social conversation and share activities with the students. Generating a positive rapport with the student is a smart choice to make for smart classroom management. References Frisby, Brandi N., et al. "The influence of instructor-student rapport on instructors’ professional and organizational outcomes." Communication Research Reports 33.2 (2016): 103-110. Kim, Kihwan, Nicole LA Cundiff, and Suk Bong Choi. "The influence of emotional intelligence on negotiation outcomes and the mediating effect of rapport: A structural equation modelling approach." Negotiation Journal 30.1 (2014): 49-68. Martin, Daniel P., and Sara E. Rimm-Kaufman. "Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth-grade math?." Journal of school psychology 53.5 (2015): 359-373. Wang, Ming-Te, Maureen Brinkworth, and Jacquelynne Eccles. "Moderating effects of the teacher-student relationship in adolescent trajectories of emotional and behavioural adjustment." Developmental psychology 49.4 (2013): 690. Wentzel, Kathryn R., and Geetha B. Ramani, eds. Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes. Routledge, 2016 Wubbels, Theo, et al. "Teacher-student relationships and student achievement." Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (2016): 127-145