Initiating and Maintaining Student-Instructor Rapport in Face-to-Face Classes
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| Title: | Initiating and Maintaining Student-Instructor Rapport in Face-to-Face Classes |
|---|---|
| Language: | English |
| Authors: | Flanigan, Abraham E. (ORCID |
| Source: | Teaching in Higher Education. 2023 28(7):1620-1639. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2023 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Student Relationship, In Person Learning, College Faculty, Teacher Attitudes, Teacher Behavior |
| DOI: | 10.1080/13562517.2021.1918662 |
| ISSN: | 1356-2517 1470-1294 |
| Abstract: | We examined college instructors' perceptions of the behaviors and contextual factors that allow them to initiate and maintain rapport with their students. Phenomenological interviews with 21 college instructors indicated that instructors rely on different strategies and contextual factors to initiate and to maintain rapport with students across the semester. At the beginning of the semester, these instructors rely on a variety of connecting, common grounding, and information sharing behaviors and leverage baked-in rapport to cultivate a sense of rapport from their students. After rapport has been initiated, these instructors place more emphasis on attentive and courteous behaviors, while continuing to engage in connecting behaviors. Furthermore, these instructors identified personalized instruction and tactful responses to delicate situations as essential for maintaining a strong sense of rapport across the semester. Findings from the present study provide college instructors with a framework for initiating and maintaining rapport with students in their classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1398678 |
| Database: | ERIC |
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| Abstract: | We examined college instructors' perceptions of the behaviors and contextual factors that allow them to initiate and maintain rapport with their students. Phenomenological interviews with 21 college instructors indicated that instructors rely on different strategies and contextual factors to initiate and to maintain rapport with students across the semester. At the beginning of the semester, these instructors rely on a variety of connecting, common grounding, and information sharing behaviors and leverage baked-in rapport to cultivate a sense of rapport from their students. After rapport has been initiated, these instructors place more emphasis on attentive and courteous behaviors, while continuing to engage in connecting behaviors. Furthermore, these instructors identified personalized instruction and tactful responses to delicate situations as essential for maintaining a strong sense of rapport across the semester. Findings from the present study provide college instructors with a framework for initiating and maintaining rapport with students in their classrooms. |
|---|---|
| ISSN: | 1356-2517 1470-1294 |
| DOI: | 10.1080/13562517.2021.1918662 |
