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|−|The Merriam Webster (2004) and Oxford (2010) dictionaries define rapport as a close relationship indicated by harmony, conformity, accord, or affinity and in which the people or groups involved understand each other's feelings or ideas and communicate well. Rapport encapsulates the relationship between the teacher and student and a good rapport is often seen as a watermark for a master teacher (Swchartz and Gurung 2012). In other words, Rapport is about creating an alliance. In some ways this it becomes tantamount to an unwritten classroom or similar environment contract that we (instructor and student) will take this learning journey together. We are in this together. |+|
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|−|Rapport is useful on many levels. Perhaps the most obvious is that it creates a channel of communication. You do not need an esoteric mind to see that a message sent may as well not exist, or at least be ineffective, if it is not received. On the other end, the rapport itself may be seen as an intervention (RNAO, 2002). In fact, Social Workers, do use a very purposeful rapport, the therapeutic alliance, to enhance their work. In fact, despite social work’s often eclectic and combined approaches, it has been shown to increase effective across the board (Ardito and Rabellino, 2011). Police officers even use rapport during investigative interviews to find out information and get the most open honest answers through candid discussion (Collins, Lincoln, and Frank, 2005). While forensic interviewing may seem far afield from teaching. It shows the levels of barriers that may be breeched simply through the establishment of good rapport. |+|
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|−|So far we have discussed the benefits of good rapport, but, one might question the cost. Like the extent of the benefits, that will vary as well. However, the biggest expenses will likely be to your time and ego. You will undoubtedly stumble through your first attempts at new techniques. It is possible that a technique is not effective with a certain student or population. As you will need to focus on evaluating yourself, these types of scenarios will seem that much more intensive. The good news is you will have positive tangible methods under your belt. Don’t forget we learn from mistakes, too. So, you will be better at identifying what we are good at and what we can use when. | |
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Revision as of 20:50, 14 December 2016
Return to Main Course Page: Rapport Building
Now that you have an idea of the importance of rapport building. We can look at some basic skills and techniques for you to practice. Some of you may have heard of, some you may do naturally, and some may seem out of this world. It is understood that part of the learning environment may be administrative constraints. However the following is a general guide that you can adapt.
Rapport in a classroom setting may begin before the class does. A concept approached by last modules readings is immediacy. Immediacy is a term, in relationships, that denotes that there is a connection between two entities that allows a swift and enjoined reaction. While this is an important component and hallmark of rapport, it is important to note the elements that create that feeling. Immediacy can be established through verbal and non-verbal means. It is the essence of reassurance- we are a team. It also allows for exploration and experimentation. An example might be a child checking in for reassuring glances as she/he steps onto a sandy beach for the first time without holding hands. Another might be the adult who tries something for the first time after a reassuring handshake. Please keep in mind that these cues may be culturally or administratively skewed (Schwartz and Gurung, 2012). Not everyone will respond the same way.
Remember that rapport building begins right away. Think about someone you jibed with right away or that you immediately did not like. Why was that? Was it a verbal or non-verbal cue? Dis you just bring along a little baggage from a rough or splendid day that tainted the experience. Keep in mind that your students may make the same snap judgements. It is true that first impressions can be remediated, but why deal with that when you can try and build good rapport from the start.
In some settings, such as college, there are resources in play such as e-mail, to reach and connect with students before classes start. Early childhood programs may have a day or two for the children to meet the teacher or hang out in the learning environment before school starts. These scenarios create an opportunity for the student and teacher to bond with a bit of anonymity, (Schwartz and Gurung, 2012), possibly without all that messy learning material in the way and retention was improved.
Schwartz, B. M., & Gurung, R. A. (2012). Evidence-based teaching for higher education. American Psychological Association. Chapter 2
File:Evidence-based teaching for higher education- chapter 2.pdf
Professor–Student Rapport Scale Predicts Student Outcomes.
Wilson J. H., Ryan R. G., Pugh J. L. (2010).
Do Your Students Care Whether you Care About Them?
Steven A. Meyers, S. A. (2009)
Consider this short survey. It is adapted from Scales To assess Therapeutic Relationships by McGuire-Snieckus et al. (2007), a tool used to gauge therapeutic alliance. It is has not been tested as a teaching aid, but it will give you insight into important elements of rapport.
Ardito, R. B., & Rabellino, D. (2011). Therapeutic Alliance and Outcome of Psychotherapy: Historical Excursus, Measurements, and Prospects for Research. Frontiers in Psychology, 2, 270.
McGuire-Snieckus et al. (2007). A new scale to assess the therapeutic relationship in community mental health: STAR. Psychological Medicine, 37 (2007), pp. 85–95
Merriam-Webster. Merriam-Webster's collegiate dictionary. Merriam-Webster, 2004.
Registered Nurses Association of Ontario (2002). Establishing therapeutic relationships. Toronto, Canada: Registered Nurses Association of Ontario.
Stevenson, Angus, ed. Oxford dictionary of English. Oxford University Press, USA, 2010.