TEFL Qom

Rapport. What is it and how does one go about measuring it? These are questions that are largely debated, not only amongst efl teachers, but also amongst teachers of any subject at any grade level. Perhaps this is one reason that the subject is rarely read about in academic publications. Rapport has generally been avoided in academic research in favor of other teaching variables that are more measurable, such as methods of teaching and modes of testing (Buskist). Regardless, it remains a commonly accepted idea that establishing rapport with students plays an important role in teaching and learning (Buskist). The dictionary defines rapport as relation marked my harmony, conformity, accord or affinity (Merriam-Webster). So what does that mean in terms of a teacher-student relationship? Two professors at Auburn University set out to answer this question. They had several hundred undergraduates fill out surveys about the extent to which they experienced rapport with their professors, what their professors did to establish rapport, and the extent to which this effected their academic behavior (Buskist). Students reported that when report was experienced, the following behaviors on the part of the teacher were responsible for cultivating it, in order: showing a sense of humor; availability before, after, or outside of class; encouraging class discussion; showing interest in them, knowing students' names; sharing personal insights and experiences with the class; relating course material in everyday terms and examples; and understanding that students occasionally have problems arise that inadvertently hinder their progress in their courses. The students also reported that the existence of rapport with a teacher had the following effects on their academic performance, in order: increased enjoyment of the teacher and subject matter, motivated to come to class, and focused to a greater extent during class time (Buskist). Overall rapport seems to enhance students’ receptivity to what is being taught and their enjoyment of the learning process. It is clear from this research that the development of rapport within a classroom is vital to its success. Though rapport may be hard to measure and define in academic research, that does not mean it should be ignored within the classroom. One may question whether this research is applicable to an efl classroom. After all, undergraduate students living in the united states are going to differ tremendously from elementary students living in South Korea. However the International tefl Corporation does not shy away from the idea of rapport, including it in their online classes, even with its scarcity in academic literature (Unit 5). And furthermore they cite many of the same behaviors that work to develop rapport as the students at Auburn University cited. Along with the undergraduate students list, they also add that it is beneficial to cater lessons to address the particular surroundings and interest of the students, give clear instruction, and be enthusiastic about the course material (Unit 5). I would also add that within an efl classroom it is necessary to be culturally sensitive and relevant in order to establish good rapport. Though establishing good teacher-student rapport is highly essential, issues of rapport in a classroom go beyond that. It is also just as important that students develop good rapport amongst themselves (Unit 5). Although the teacher cannot necessarily control this or force this to happen, there are some things they can do in order to encourage the student to establish rapport with one another. For example, is a good idea to make sure students know each others names and at least a little basic information about each other. This can be accomplished by completing icebreaker and get-to-know-you activities at the beginning of the course, and doing plenty group work and pair work where groups and pairs are changed frequently. It is also a good idea to encourage students to help and correct one another during group and whole class activities (Unit 5). Ultimately rapport within a classroom can be difficult to understand and measure. It is a concept filled with lots of grey area and questions. However, it is a vital component to the success of any classroom. Rapport is a concept that teachers should take seriously, and take the necessary actions to ensure that it is cultivated within their class.