“Ss.

CYRIL AND METHODIUS UNIVERSITY”

FACULTY OF PHILOLOGY

SKOPJE

Department of English Language and Literature

Strategies for Establishing Good Rapport in ELT

Student: Mentor:

Marija Gjorgjioska Anzela Nikolovska, PhD

SKOPJE

March, 2014
Table of Content:

1. Introduction ……………………………………………………………….2
2. Effective Classroom Management ……………………………………….4
3. Strategies ……………………………………………………………….6
4. Factors which are Essential for Establishing Good Rapport ………………..8
5. Lesson plan ………………………………………………………………12
6. Conclusion ……………………………………………………………....16
7. Appendix 1 ………………………………………………………….…...17
8. Appendix 2 ……………………………………………………………....18
9. References ………………………………………………………….…...19

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 INTRODUCTION

Building good rapport with students is developing a positive relation between the teacher
and the students. That is one of the most important issues the teachers should be aware of if they
want to have effective teaching environment. The contribution of the teacher in developing good
rapport is to motivate students in class, encourage them and to make them enjoy the course and
the whole process of learning.

The process of teaching is not only presenting information, but there needs to be a kind of
understood relationship between the teacher and the students and there must to result in learning.

For a teacher to develop this kind of rapport there are so many strategies and tips which can be
learnt and used in the classroom, such as positive attitude at the beginning, get to know them,
listen to them what they want to say, individualize them and so many other which I will further
explain together with their benefits.

On the other hand, one teacher should be aware of positive and also of negative effects of
classroom rapport. A good classroom environment can only be achieved with establishing good
rapport and the whole process of teaching students depends on that. It is also important a mutual
trust to be built, the students to cooperate and to contribute in the class.

Rapport is not something developed by announcement, but is developed by actions. It results

what teachers do. It is the harmonious relationship between the teacher and the students.

Using rapport is vital for becoming an effective teacher.

In addition, there are several factors which must be mentioned that influence the relationship
between the teacher and the students. Factors that can help in establishing good rapport or, on the
contrary can hinder that process. That can be the teacher as a factor, the student, parents, also
motivation or empathy and others that are of a great importance in developing effective learning
in the classroom.

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Rapport does not always results only with learning, but it also creates conditions conductive to
learning, things like higher motivation, increased comfort and enhanced communication.
(Granitz, N. A., Koernig, S. K., and Harich, K. R.: 2009)

The strategies for establishing good rapport with students which are the most important are: the
creation of positive atmosphere by the teacher, getting to know your students better, and treating
the classroom, as a community as three main groups of strategies. Furthermore, these groups are
explained in details.

The teachers need to develop good relationship with the students to have an effective classroom
management. The strategies, which I consider most effective, help the students to learn more, to
enjoy the time spent in classroom, to expand their knowledge, skills and to improve their
personality.

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 EFFECTIVE CLASSROOM MANAGEMENT

In order one teacher to have Effective classroom management, there are several tips for
teachers. They should be careful with their voice, giving instructions, teaching resources,
managing classroom interaction patterns and encouraging good group dynamics, feedback
sessions, classroom language, classroom activities and establishing rapport in addition to all of
the above.

The teacher should make sure the class can hear him/her and should make natural pauses
to enable the class to process the information. He/she must not rush as he/she speak and must not
speak in a flat and monotonous voice.

When giving instructions the teacher should give appropriate examples and demonstrate
rather than use lengthy explanation, set a time limit for the activity, repeat and paraphrase. With
lower level learners should use L1 to paraphrase and check understanding. Also the teacher
should use the table if necessary and if he/she prepares instructions should be written before each
exercise/task. After the instructions are given, the teacher should ask short yes/no questions to
check understanding. However the teacher must not distribute handouts or set up groups before
giving the bulk of instructions because the class will not listen then.

When writing on the board the teacher should read as he/she write and should make sure
the learners can make out his/her handwriting. The board can be planned before and the learners
should expect where the new words are going to be written or where the flashcards (if any) are
going to be put. The teacher should use visuals when appropriate, the letters and the pictures on
the flashcards should be big enough for everyone to see. Also with young learners the teacher
must tell then when and what exactly they should copy from the board. When using internet the
teacher should adapt the materials to be appropriate to the group. Despite that, there should not
be spend too much time writing and should not be used cards if the teacher does not plan to use
them.

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 When working with big groups, for example over five learners, the teacher should make
sure that everyone participates and works with the others members in the group, so he/she can
give a task to each student. The teacher should not work with large groups except he/she has a
good reason for it, for example an oral debate. However the teacher must monitor while the
students are doing their task and help them if they need help but not interfere. In addition the
teacher can make students work in groups and pairs and can change them from time to time in
order for learners to work with different people.

When the learners are not responding, the teacher should encourage them by giving them
clues or by asking challenging questions and if they give feedback after some activity paraphrase
or summarize what they have said. The teacher should try not to correct them but should make
them self-correct and the teachers should give positive feedback like rewarding them with a
verbal praise.

The teacher should always be aware of the language he/she uses. It should be appropriate
with the learners’ level whether it is lower or proficiency and should activate learners’ previous
knowledge.

Also, the teacher should provide variety in each lesson, to suit different learning style,
arrange activities from simple to complex, to learn something about students’ interests, hobbies
and aspirations and use them in the lessons so the students will be encouraged to talk or write
about their personal experience. The teacher can use personal relevant class examples too.

Establishing rapport contains all of the above tips for effective classroom management
plus other strategies the teacher should know and use and some qualities that a teacher should
possess or develop.

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 STRATEGIES

CREATE POSITIVE ATMOSPHERE

The best way to create positive atmosphere, first of all, is to build openness and
democracy. Also it is very important to use body language which is open, relaxed, interested,
approachable and reassuring. In order to create good rapport a teacher should make eye contact
with each student. Teacher’s behaviour is also one of the tips. He/she should be nice, friendly,
and also enthusiastic. It is always good to use humour from time to time.

One of the best ways to create positive atmosphere and establish good rapport is using ice
breaker at the beginning of the lesson. Ice breaker helps learners to relax; it also breaks down
social barriers. In addition, it motivates and energizes and helps the students to ‘think outside the
box’. In the first lessons of the course it is the best tool to start every lesson because it helps
learners to know one another.

Be aware that the learners are feeling your energy, so the teacher should leave his/his problems
outside the classroom. He/she should try to be positive and relaxed.

If one teacher wants to establish good rapport, he/she must be fair with all the students and build
openness and democracy. There must not be any kind of favoured students. The teacher should
treat everyone equally. Interaction is of a great importance, every student should be involved in
the learning process instead of only teacher’s lecturing.

Also, the teacher should try different learning styles and to try to use various learning games and
make every lesson interested for the learners. In order to get closer to the students and get them
to pay attention in class the teacher can use personal examples, or create some.

For establishing good rapport it is essential the teacher to be enthusiastic about teaching and
passionate about your subject matter. It is also of a great importance to provide variety in each
lesson, to suit different learning styles and to create and use personally relevant class examples.

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The teacher should interact more and lecture less. It should be emphasized active learning in the
classroom.

GET TO KNOW YOUR STUDENTS BETTER

In order to get to know your students well, which is one of the crucial points in
establishing good rapport with students, is to learn to call your students by name. It is very
important when you call your students by name. Also, by learning something about your
students’ interests, hobbies and aspirations, your students are more interested in the process of
learning. For example, when you teach some grammar rules, when making examples, you may
use mention their names or their interests. In addition, you can arrive in class earlier and stay late
and chat with your student. You should always make your students feel free to ask for help
whenever they need it. Also you can post and keep office hours and get online and use e-mail to
increase accessibility to your students. Be available to talk with students outside of class times
and make an effort to get to know them as individuals as much as possible. A good rapport is
created by showing personal interests in the learners.

TREAT THE CLASSROOM AS A COMMUNITY

Treating the classroom as a community is also another strategy which is really important.
Firstly, you should listen to your students what they really have to say. Another thing is sharing
authority and responsibility for learning. You should always give clear positive feedback and
make sure that all of the students feel connected to the class. It is essential to show respect and
make sure there is a mutual respect. Moreover you should reward your students but with a verbal
price. To establish good rapport you should also encourage them to self-correct when they make
errors. To sum up, you should always treat everyone consistently and fairly.

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At the beginning of the course make sure they have cards with their names in order to remember
them.

Moreover the ice breakers can always be used in order to break the ice with a new class of
students, as I mentioned before. Also you can bring the energy in the beginning of the class and
if the students feel bored or they are tired you can always use some. In doing warm ups you
make your lesson more interesting and by trying to be more creative the students will always
enjoy your lessons.
Changing the classroom in different styles makes the lessons more fun and interesting too. You
make your classes funnier by using different styles in teaching as well and by doing so you may
find the most suitable style to the class.
Furthermore, you should also use music that they listen for learning vocabulary and that’s how
you’ll show personal interest in the learners.

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FACTORS WHICH ARE ESSENTIAL FOR ESTABLISHING
GOOD RAPPORT

Factors that are important for good rapport are first of all the teacher as a factor, the
student, the parents, empathy, and motivation and many others.

The teacher is responsible for the course he is teaching, for the information he shares with
the learners and the instructions he gives, and also for assessment and supervision. The teacher
focuses and forms the development of the student. The quality, the effectiveness and the flow of
the lesson depends on the teacher’s personality, style and attitude. (Suzic, N.:1995)

Characteristics and qualities of the teacher’s personalities are divided into four groups. The first
group includes human qualities, such as friendliness, kindness and humanity. In the second group
are teacher’s qualities of his/her competence/skills. In the next group are his pedagogical-
methodological skills, as well teaching skills, explaining and motivating too. The forth group
includes teacher’s physical qualities, pleasant voice, facial expression and physical appearance.

For the students, the best teachers are those who have human qualities, such as kindness,
happiness, friendliness, spontaneity and humour, to be fair, consistent, and physically attractive,
with pleasant voice, to help students.

In practice, there are two types of behaviour in the classroom that differ only by the degree of
dominance. Many studies have shown that a democratic style is more desirable as evident from
the practice. It gives more possibilities for cooperation, increases the success in learning, reduces
the use of punishments, limits and it is emphasized the cooperation and together making
decisions.

The problem of the relationship between the teacher and the student can be seen through several
aspects: social, psychological, pedagogical and methodological. Good, collaborative
relationships lead to achieving two-way communication, develop cooperation, motivation and
decision making. In order to have a good relationship, there should be openness, carefulness,
interdependence, independence and mutual meeting the needs.

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 The student as a factor in teaching is as important as the teacher. In the process of
learning the student must cooperate, not only to be a target in teaching. In addition the
communication between the teacher and the student must be well built and developed. The level
of interaction between them results with the quality of the student as a factor in the learning
process. When preparing a lesson, the contribution of the student is of a great essence trough
communication, questions, answers, giving ideas etc. The practice shows that the attitude of the
student towards the teacher defines the attitude towards learning too.

A successful relationship between the teacher and the student depends also on the
parents. The parents as a factor influence the most in their children. Their communication is of a
great importance in the children’s intellectual, moral and emotional development. The role of a
child in the family is closely connected with the role of a child in the school and classroom. The
child which knows that is a part of the family, has a self confidence and has a right to say what
he/she thinks of something, the same child acts in the same way in the classroom. In other word,
the parents are example to the children how they should act to others too.

Communication also depends of the motivation of the students by the teacher. What the
teacher uses to motivate the students differs in type, intensity, purpose and value and refers in
stimulation and encouragement, praise, punishment, giving information about their tasks
(feedback). The stimulation and encouragement are given for the positive result in work. They
have a motivation role and are commonly expressed in words, with smile, nodding etc. Praise
also provides positive motivation, inducing sense of satisfaction of the achieved success. It
encourages the student; it develops student’s confidence, causes emotional experiences. I will
work positively only if it is sincere. I can be expressed individually or publicly and in the
beginning or in the end. Furthermore, giving some kind of a prize can encourage the student in
gaining prize again. It should act motivating, not to cause greed. It should be given very rarely,
correctly and it should be more official, something that the student desires. However, giving
praise fades with the aging of the students. There are other negative resources for motivation,
such as criticism, which can be expressed verbally or non-verbally. It must not cause any kind of
humiliation and the punishment, as the strongest kind of negative approach to motivate the
students is something which the students would try to avoid that kind of trouble.

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 Another tool for motivation is the feedback which provides a progress of the
communication. It should be precise, clear and concise. Feedback can be direct and indirect.
Direct id through conversation and direct contact and indirect through the media. It should not be
presented as a threat to the student because it will affect negatively.

Emotional experience in communication is also part of important requirements for a

successful communication. The satisfaction refers precisely to how a person feels when
communicating. The feeling of dissatisfaction has a negative effect on the outcome in the
communication. Such feelings that cause satisfaction in communication are sympathy, love,
comfort, affection, respect etc. If the communication lack of satisfaction, then the effectiveness is
questioned.

In addition, there are many factors that hinder a successful communication in classroom. Mostly
those are: carelessness and lack of concentration, ambiguity in requirements, stress, tiredness and
anxiety, prejudices and assumptions of the topic of conversation or the personalities they
communicate; labelling, judging and analyzing yourself and others; degradation of the person,
denial of the individual responsibility, ordering and criticism, attacking, imposing an opinion or
will or vague expression.

Other important factors in creating an atmosphere for successful communication in teaching are:
mutual respect, equality, acceptance without criticism or judgments, honesty and respect and
respect of their own and others needs. Also, the successful pedagogical communication should
strive to stimulate thinking, speech development, creating an opportunity of choice, enabling
new knowledge, exchanging of ideas and feelings, encouraging of solving a problem and so on.

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 Lesson plan

The following is a lesson plan including activities that can be used to establishing good
rapport with students at 7th grade. The plan is prepared for a lesson taken from the Course
book ”Messages 2”.

Student: Marija Gjorgjioska

School: English for All
Grade: 7th
Date: 30 January 2014
Learners: 20
Lesson duration: 40 minutes
Textbook: Messages 2
Lesson: Making music

OVERALL LESSON AIMS:

a) Topic aims:
- broadening students` knowledge about music, musical instruments and
- practicing reading
- practicing understanding context when listening

b) Vocabulary aims:
- presenting new vocabulary connected with music (musical instruments)
- practicing vocabulary to talk about everyday routines
- practicing frequency adverbs

c) Pronunciation aims:
- practicing pronunciation of the new vocabulary
- practicing pronunciation through reading text aloud

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- practicing pronunciation through answering questions

d)Grammar aims:
- reviewing present simple tense
- practicing adverbs of frequency

e) Skill aims:
- students do a silent reading for scanning for specific information (answering questions)
- students are reading the whole text aloud for understanding and identifying new/target
vocabulary
- students are practicing fluency through answering questions connected to the topic
- students are practicing writing skill by writing a short story

f) Function aims:
- reading comprehension

g) Communication aims:
- practicing communications through sharing personal opinions and experiences

h) Cultural aims:
- talking about people in Britain and music schools in Britain

Classroom interaction patterns:

- individual; pair; whole class

Teaching materials:
- pictures, music extracts, Course Book “Messages 2”

Teaching methods/ approaches:

- communicative approach

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Anticipated problems:
- students might not be familiar with some words which are not part of the target vocabulary
-not all of the students have the necessary material i.e. course book
- students might not find the topic interesting
- discipline problems

Stage Stage aim What teacher does What learners do Timing

1.T greets ss and 1. Ss greet teacher
Warm-up/ The aim of the introduces herself
Lead-in lead-in is to 2 minutes
create a friendly 2. T gives name tags 2. Ss write their
rapport with the to ss names
ss and to give
some clue about 3. T gives instructions 3. Ss do the warm-up
the topic for the warm-up 3 minutes
(Change places)
1. T asks the ss 1. Ss answer the
Prepare the ss questions connected to questions
Preparation for reading and music. 2. Ss answer the
(pre-reading better 2. T asks the ss questions and copy
activities) understanding whether they know from the board in
the text how to play on an their notebooks. 10minutes
instrument and what 3. Ss open the books
kind of instruments
they know. T writes
the instruments on the
board.
3. T gives instructions
to open the books.
1. T gives instructions 1. Ss read the text
Guided Reading the text for silent reading and and provide answers.
interaction for answering the
pronunciation. following questions.
Identifying
unfamiliar 2. T asks the ss to read 2. Ss read the text 15 minutes
words the text aloud. aloud and guess the
Explains unfamiliar meanings of the
and target words words

1. T asks the ss to 1. Volunteers read

Assimilation Checking the write sentences using the text to the rest of
(post-reading) understanding of the target words in the the class

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 the text and the notebooks. 10 minutes
acquisition of 2. T gives instructions 2.Ss recognize the
target for the next task. T music instrument
vocabulary plays music extracts. which from the
music extracts
Optional Revision of T gives instructions to Ss in pairs write the
activity target write similar text as text by using the 5-10
vocabulary that from the book, words they have minutes
but about instruments studied before.
and music in their
own country.

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 CONCLUSION

Building good rapport with students it is a tool which sometimes is underestimated by the
teachers. The relation between one teacher and his/her students has great effect in the motivation
of the students. The atmosphere in which they absorb the knowledge is of a great essence. The
teachers’ attitude and controlling the classroom, the friendliness and the mutual respect between
the students and the teachers are contributors for enjoyable teaching, and learning on the other
hand. The importance of the factors that we are not always aware of, also contribute the flow of
one lesson. Not only is the teacher important in this process, there are also other factors, as I
mentioned above. The effective classroom depends on everyone. The strategies for establishing
good rapport are for creating good communication between the teacher and the students and
those can be practiced and learnt. The teacher should know the students better and be interested
in their interests, hobbies in order to make the lessons entertaining and exciting for them. Also,
there are so many games, ice-breakers that can be found or thought out, which can be used and in
doing so, a teacher introduces diversity and creativity in the lessons and good rapport can be
achieved.

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 APPENDIX 1:

Warm up: (Change places) get all the students to sit in chairs in a circle except one person
who does not have a chair. This person stands in the middle of the circle.

2. The person in the middle calls out one instruction. e.g., “Change if you are wearing a white
shirt.”

3. All the people wearing a white shirt must stand up and change places.

The last person left standing without a chair, calls out another instruction. e.g., “Change if you
live in Phnom Penh.”

4. All the people living in Phnom Penh now change places and the person left standing calls out
another instruction. e.g., “Change if you are married.”

5. Keep playing for a few minutes.

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APPENDIX 2:

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 REFERENCES

1. William Buskist and Bryan K. Saville. "Creating Positive Emotional Contexts for Enhancing
Teaching and Learning" (reprinted by permission from the March, 2001, issue of the APS
Observer, pp. 12-13, 19).

2. Granitz, N. A., Koernig, S. K., and Harich, K. R. (2009). Now it’s personal: Antecedents and
outcomes of rapport between business faculty and their students. Journal of Marketing
Education, 31 (1), 52-65.

3. Freeman, D. 2002. ‘The hidden side of the work: Teacher knowledge and learning to
teach’. Language Teaching, 35/1.

4. Harrison, C. 2007. ‘Teaching Knowledge Test update — adoptions and courses’. Research
Notes, 29, University of Cambridge ESOL Examinations.

5. Tsui, A, B. M. 2003. Understanding Expertise in Teaching: Case Studies of Second Language

Teachers. Cambridge: Cambridge University Press.

6. Копровски, Љ., Петровски, Б.,- Педагогија за филозофски

факултет, институт за педагогија, Скопје

7. Suzic,N.(1995), Osobine nastavnika I odnos ucenika prema nastavi,

Banja Luka

8. Kathleen K. R.(1987), Interpersonal Communication-Where Minds

Meet, International Thomson Publishing

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 Available at:

1. http://suite101.com/article/tips-for-teachers-to-have-a-successful-classroom-a382160

2. http://www.facultyfocus.com/articles/teaching-and-learning/building-rapport-with-your-
students/

3. http://teaching.about.com/od/classroommanagement/tp/Classroom-Management-
Tips.htm

4. http://www.teindia.nic.in/files/teacher_trg_module/17_cambodia%20module.pdf

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