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Kathryn Mitchell Pierce (1993) said, “learning floats on a sea of talk” and noted that listening closely to what students are saying provides a window on learning. Rapport refers to your conversations and interactions with students. In demonstrating rapport you demonstrate interest in your students and build a sense of community with students in your classroom (Kohn, 1996). Calling students by name, learning about their interests and goals, making eye contact with students, and being enthusiastic about your work with them are some examples of demonstrating rapport (Sullo, 2007; Erwin, 2004; Apple & Beane, 1995). Teacher rapport is often associated with authenticity. Johnson and LaBelle (2017) found that authentic teaching is perceived when teachers are viewed as approachable, attentive, capable and passionate.
Respect
Demonstrating respect for students creates a feeling of trust that is part of a safe environment for learning, one in which the brain is ready to learn (Sousa, 2011). Respect is shown through effective questioning strategies, providing time for topics of interest to students, and by recognizing and then responding to where students are at in the learning process. Calling on all students also demonstrates respect. It is also important to foster mutual respect among students in your classroom.
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