ABSTRACT

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.

摘要

我们研究了大学教师对行为和背景因素的看法，这些因素使他们能够与学生建立和维持融洽的关系。对 21 名大学教师的现象学访谈表明，教师在整个学期依靠不同的策略和情境因素来与学生建立和维持融洽的关系。在学期开始时，这些教师依靠各种联系、共同基础和信息共享行为，并利用根深蒂固的融洽关系来培养学生的融洽感。在建立融洽关系后，这些教练更加注重专注和礼貌的行为，同时继续进行联系行为。此外，这些教师认为个性化的指导和对微妙情况的机智回应对于在整个学期保持强烈的融洽感至关重要。本研究的结果为大学教师提供了一个在课堂上与学生建立和维持融洽关系的框架。