Building rapport
Rapport is “the sense of a harmonious, personal connection between two or more people that is characterised by trust, open communication, and mutual respect” (Catt et al., 2007). Building strong student-teacher and student-student rapport is crucial for fostering inclusive learning environments. It is closely associated with increased classroom engagement, academic motivation, and improved learning outcomes (Tormey, 2021).
Why?
Strategies and practices for building rapport with students can help equalise power dynamics in the classroom and:
- Reduce student anxiety.
- Build trust and respect.
- Foster a positive and supportive learning environment.
- Instil a sense of accomplishment for students.
- Increase student satisfaction (Sybing, 2019).
Equally important is cultivating rapport among students, as it lays the foundation for collaborative and cooperative learning experiences. When we make a conscious effort to connect, students are more likely to engage and share information about themselves. This equips us with the necessary information to effectively guide students towards success (Sybing, 2019).
How?
There are many ways to strengthen rapport and build meaningful, collaborative relationships with and among students. Some of which can be explored below.
Click on the headings below to expand/collapse the section.
Share aspects of your identity and interest
Start building rapport with students even before their first class, by creating a personalised welcome video for your subject site. Additionally, provide opportunities for students to introduce themselves, either during class or online. Recognising students as individuals with commitments and priorities beyond their role as a learner can help them feel valued and connected.
Encourage storytelling
Dedicate time for both teaching staff and students to share anecdotes from their life experience. This empowers students by highlighting the unique contributions they can each bring to the class, nurturing mutual respect and a sense of community. Sharing a wide variety of stories acknowledges students’ holistic selves and creates inclusion through celebrating diversity (Wooten-Blanks, 2012).
Foster individual connection
Offer various opportunities for students to engage with you. Glazier (2021) suggests leaving “Easter eggs” hidden in the subject site, encouraging students to complete a fun challenge, such as emailing you a picture of a cat. This informal interaction directs students to find your email address while lowering any perceived barriers to approaching you for help.
Set clear contact expectations
Make sure specific options for how you can be contacted are readily available. For example, schedule consultation times adjacent to lectures and display these details prominently on your Moodle site. Fixed and visible consultation times can help alleviate apprehension for students, particularly those with responsibilities outside of study, who are neurodivergent, or from Culturally and Racially Marginalised (CARM) backgrounds who may feel reluctant to email for a consultation that is “available upon request”. Defined, accessible options foster a more inclusive and supportive learning environment where students are more likely to engage.
Promote diverse perspectives
Create opportunities for students to perceive themselves and others reflected in their learning experiences (CAST, 2024). Using strategies aligned with Universal Design for Learning (UDL), incorporate content that represents diverse perspectives and identities. Facilitate activities where students can share their experiences and opinions. Encouraging the sharing of diverse perspectives helps cultivate mutual respect and fosters deeper understanding within the cohort.
Encourage interaction and expression
Be explicit about how and when students can interact, and provide multiple opportunities to engage and share opinions (Murphy & Rodríguez-Manzanares, 2012). For instance, students could ask questions or share thoughts and perspectives during class or by posting to an online discussion board. Monitoring the forum during and after class ensures their contributions are acknowledged. Offering multiple communication modalities supports diverse learners in expressing themselves and reduces barriers to participation (CAST, 2024).
Gather and act on feedback
Collect feedback to enhance learning experiences. Feedback can be informally gathered during everyday interactions with students. You may also gather anonymous feedback in the online learning environment using tools such as the Moodle Questionnaire activity. Dr Catherine Seaton, a subject coordinator at UOW, demonstrates how feedback can be gathered and applied in the L&T Hub showcase entry, Empowering students via a Student as Partners project.
Facilitate meaningful student connections
Create intentional spaces for sharing ideas, opinions and experiences to facilitate connections among students. Dedicate time for genuine student interactions, supplemented with online and asynchronous opportunities for connection and collaboration throughout the subject.
Scaffold collaborative group dynamics
Build rapport between students to support collaboration and group work by gradually scaffolding interactions. When assigning group work tasks, establish groups early and ensure diversity among group members. Set clear expectations for group interaction and provide opportunities for individuals and groups to check in with each other and teaching staff (Burke, 2011).
Celebrate success
Take time to offer encouragement, acknowledge efforts, and celebrate achievements. Demonstrate that success is attainable for all students by framing challenges as normal obstacles that can be overcome (University of Essex, 2024). During stressful times, such as when a final assessment is due or exam time is approaching, ask students how prepared they feel, either in class or through an online poll. This normalises shared feelings among classmates and opens opportunities to discuss tips and strategies for preparing for assessments or final exams. Small words of encouragement can have a big impact, building student confidence and fostering an inclusive learning environment, as reflected in the Student Perspectives: Inclusion at UOW showcase.
Related information
- Creating a personalised welcome message | L&T Hub article
- Creating discussion forums | L&T Hub article
- Universal Design for Learning (UDL) | L&T Hub article
References
Burke, A.S. (2011). Group work: How to use groups effectively. The Journal of Effective Teaching, 11, 87-95.
CAST (2024). Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org
Catt, S., Miller, D., & Schallenkamp, K. (2007). You are the key: Communicate for learning effectiveness. Education (Chula Vista), 127(3), 369–377.
Glazier, R. A. (2021). Connecting in the online classroom: Building rapport between teachers and students. Johns Hopkins University Press.
Murphy, E., & Rodríguez-Manzanares, M.A. (2012). Rapport in distance education. The International Review of Research in Open and Distributed Learning, 13, 167-190. https://doi.org/10.19173/irrodl.v13i1.1057
Sybing, R. (2019). Making connections: Student-teacher rapport in higher education classrooms: Student-teacher rapport in higher education classrooms. Journal of the Scholarship of Teaching and Learning, 19(5), 18-35. https://doi.org/10.14434/josotl.v19i5.26578
Tormey, R. (2021). Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education, 82, 993–1011. https://doi.org/10.1007/s10734-021-00711-w
University of Essex (2024). Four ways to celebrate student success. https://www.essex.ac.uk/staff/student-success/four-ways-to-celebrate-student-success
Wooten-Blanks, L. (2012). Building rapport with students by sharing a piece of yourself. https://www.facultyfocus.com/articles/effective-teaching-strategies/building-rapport-with-students-by-sharing-a-piece-of-yourself/
