Establishing Rapport: Personal Interaction and Learning

Section One — Why Rapport Matters In her 1984 review of the literature, Hodgson (as quoted in Ramsden, 2003) wrote that many studies “...underline the vital importance of respect and consideration for students in effective university teaching” (p. 74). Ramsden (2003) supported this conclusion by noting that, “The emotional aspect of the teacher-student relationship is much more important than the traditional advice on methods and techniques of lecturing would suggest” (p. 74). Students were more likely to understand the content of a lecture if the lecturer interacted with them in a way that encouraged involvement, commitment, and interest. “Various studies of student ratings of teaching in higher education also identify a recurring factor variously labeled ‘student centeredness,’ ‘respect for students,’ and ‘lecturer student rapport’ among other aspects...” (ibid). Rita Rodabaugh (1996) provided useful examples of how instructors can communicate respect for students: give them ample time to ask questions, allow challenges to the professor’s views, and encourage open debate. She suggests that “Sarcasm and indifference can be easily conveyed through body language clues and this should be avoided. Rules about respecting students’ privacy and using appropriate language relate to a higher tone in classrooms than might be found elsewhere. Students generally admire faculty members but they do not expect to be best friends with them” (Rodabaugh, 1996, p. 41).