TY - JOUR
T1 - Initiating and maintaining student-instructor rapport in face-to-face classes
AU - Flanigan, Abraham E.
AU - Ray, Emily
AU - Titsworth, Scott
AU - Kim, Jackie Hee-Young
AU - Hosek, Angela M.
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - College
KW - instruction
KW - student-instructor rapport
KW - teaching
UR - http://www.scopus.com/inward/record.url?scp=85104792874&partnerID=8YFLogxK
U2 - 10.1080/13562517.2021.1918662
DO - 10.1080/13562517.2021.1918662
M3 - Article
SN - 1356-2517
VL - 28
SP - 1620
EP - 1639
JO - Teaching in Higher Education
JF - Teaching in Higher Education
IS - 7
ER -