Introduction
Teaching is, at its core, a relational activity. While subject knowledge and pedagogical strategies are undoubtedly important, research increasingly suggests that the ability to develop a strong rapport with students is crucial in fostering learning. A positive student-teacher relationship has been linked to increased engagement, better academic outcomes, and improved classroom behaviour (Pianta, Hamre, & Allen, 2012).
In this article, we'll discuss why teacher education must explicitly equip pre-service teachers with strategies for developing rapport with students. Drawing on research from educational psychology and classroom practice, this article will outline key principles for building rapport and suggest ways teacher education can integrate these principles into training programmes.
Why Rapport Matters in Teaching and Learning
Rapport is often described as the sense of mutual respect, trust, and understanding that exists between a teacher and their students (Wentzel, 1997). At its best, a strong rapport creates a classroom culture where students feel safe to take risks, ask questions, and engage in deep learning. Conversely, a lack of rapport can lead to disengagement, passive learning, and behavioural issues.
The impact of rapport extends beyond student behaviour. Research in cognitive science suggests that emotional connection plays a critical role in motivation and memory (Immordino-Yang & Damasio, 2007). When students feel valued and understood, they are more likely to be intrinsically motivated to learn. Teachers who invest time in building relationships create an environment where students are more willing to engage with challenging material and persist in the face of difficulties.
Strategies for Developing Rapport
While some teachers may naturally excel at building relationships with students, rapport is not simply a matter of personality, it is a skill that can be developed. Effective teachers employ a range of strategies to foster positive relationships. Below are five key strategies that teacher education programs should prioritise:
Showing Genuine Interest in Students
Teachers who take time to learn students' names, interests, and backgrounds communicate that they see students as individuals rather than passive recipients of instruction. Small gestures, such as greeting students at the door or asking about their extracurricular activities, can contribute to a culture of care.
Using Positive and Inclusive Communication
The way teachers communicate, both verbally and non-verbally, can set the tone for relationships. Active listening, maintaining open body language, and using inclusive language all contribute to a positive classroom climate. Additionally, humour, when used appropriately, can break down barriers and humanise the teacher.
Establishing Clear but Flexible Boundaries
Rapport does not mean relinquishing authority. The most effective teachers are warm demanders, educators who set high expectations while also demonstrating care and understanding (Bondy & Ross, 2008). Clear guidelines, coupled with a willingness to listen and adapt, create an environment where students feel respected yet accountable.
Providing Meaningful Feedback and Encouragement
Feedback is not just about assessment; it is a powerful relational tool. Thoughtful, individualised feedback demonstrates to students that their work is valued and that their efforts are noticed. Praise should be specific and tied to effort rather than ability, reinforcing a growth mindset (Dweck, 2006).
Creating Opportunities for Student Voice
A classroom should not be a one-way transmission of knowledge. Encouraging student participation in decision-making, whether through classroom discussions, co-constructing rules, or student-led projects, helps foster a sense of ownership and mutual respect.
Embedding Rapport-Building in Teacher Education
Despite the clear benefits of rapport, many teacher education programs focus primarily on curriculum design, assessment literacy, and behaviour management. While these are important, a more holistic approach to teacher training should include explicit instruction on relationship-building. Below are three ways teacher education programmes can better prepare pre-service teachers in this area:
Modelling Effective Relationship-Building in Teacher Training
Just as students learn best through observing effective teachers, pre-service teachers benefit from seeing rapport in action. Teacher educators should model strong relationship-building techniques in their own instruction, demonstrating the use of student-centred questioning, active listening, and flexible teaching approaches.
Incorporating Relationship-Building into Practicum Reflections
Many teacher training programs require students to reflect on classroom management and pedagogy during their practicum experiences. However, structured reflections on student relationships should also be included. Pre-service teachers should be encouraged to document interactions with students, analyse what worked or didn’t work, and refine their relational skills over time.
Teaching the Science of Human Connection
Understanding the psychology of motivation, trust, and engagement should be a key component of teacher education. Pre-service teachers should be introduced to research on social-emotional learning, the role of positive reinforcement, and the neuroscience of learning and belonging.
Conclusion
Developing rapport with students is not a secondary concern in teaching, it is foundational to effective learning. While subject knowledge and instructional skills remain important, the ability to foster trust and connection in the classroom is what often separates great teachers from merely competent ones.
Teacher education programs must do more to prepare future educators with the strategies and mindset necessary to build meaningful relationships with students. By embedding rapport-building into training, modelling effective relationship-building strategies, and encouraging structured reflections on student-teacher interactions, we can help ensure that the next generation of educators creates classrooms where students feel valued, motivated, and ready to learn.
References
Bondy, E., & Ross, D. D. (2008). The teacher as warm demander. Educational Leadership, 66(1), 54-58.
Dweck, C. (2006). Mindset: The new psychology of success. Random House.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10.
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson et al. (Eds.), Handbook of Research on Student Engagement (pp. 365-386). Springer.
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411-419.
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