ExCEEd Teaching Workshop 2009 1 Developing Interpersonal Rapport Developing Interpersonal Rapport Seminar XI Ron Welch

ExCEEd Teaching Workshop 2009 1

DevelopingInterpersonal

Rapport


Rapport

Seminar XISeminar XI

Ron WelchRon Welch

ExCEEd Teaching Workshop 2009

What Constitutes Exemplary Teaching? What Constitutes Exemplary Teaching?

LowmanChapter 1

Intellectual Excitement Technical Expertise Organization Clarity of Communication Engaging Presentation Enthusiasm

Interpersonal Rapport Interest in students as individuals Interest in students’ learning Receptive to students’ preferences about

assignments and policies

INT

EL

LE

CT

UA

LE

XC

ITE

ME

NT

INTERPERSONAL RAPPORT

Low

Moderate

High

Low Moderate High

1. Inadequate 2. Marginal 4.Socratic

7. ExemplaryFacilitator

9. CompleteExemplar

8. ExemplaryLecturer

6. IntellectualAuthority

3. Adequate 5. Competent

Lowman’s Two-Dimensional Model of Teaching

Lowman’s Two-Dimensional Model of Teaching


Lowman says...Lowman says...

“The subtleties of a college teacher’s behavior

toward a class throughout the term do more to produce

optimal class atmosphere than sweeping structural changes

at the beginning.”Study Guide, p.51Study Guide, p.51


How can we develop interpersonal rapport with students:(1) in the classroom? (2) outside the classroom?

Group ActivityGroup Activity


Get to Know Your StudentsGet to Know Your Students Learn students’ names:

As early as possible in the course Learn what they want to be called

Developing Interpersonal Rapport:


Zach Yoklic

Lisa Dugan Mike Jablonski Kyle Murray

Todd Mainwaring Drew Miller Erik Schutz


Use “student data sheets” to familiarize with: Home town Academic interests Extracurricular activities

Attend athletic events and extracurricular activities.

Participate in ASCE student chapter activities.

Get to Know Your StudentsGet to Know Your StudentsDeveloping Interpersonal Rapport:


Come to class early, and stay after class. Encourage students to seek assistance outside

of class: Always make time to see a student who asks for

help. Seem eager to see a student, even if you are not. Don’t be punitive.

Be accessible: Use e-mail or IM. Consider providing your home phone number.

Be AvailableBe AvailableDeveloping Interpersonal Rapport:


Ensure that grading is as fair and objective as possible.

Solicit feedback, and respond to it. Demonstrate flexibility on the scope and

timing of requirements, when appropriate.

Be Fair, Flexible, and Responsive

Be Fair, Flexible, and Responsive



Establish a Positive Classroom Environment

Establish a Positive Classroom Environment

Have a positive disposition. Let your own personality show

through. Use humor...carefully. Maintain contact with your students. Avoid cynicism about students.



Lowman also says...Lowman also says...

“Outstanding teachershave often expressed the sentiment

that to become a great classroom instructor,

one must genuinely likecollege-age students

and identify with their interests, both serious and foolish.”


The Mann Studies (1970)The Mann Studies (1970)

Initial optimism and positive expectations

Sharp drop in satisfaction and rise in anxiety (4 - 6 weeks into the term)

Period of increasing satisfaction and capacity for independent work

Last lessonCan be enhanced by

positive interpersonal relationships

Can be enhanced by positive

interpersonal relationships

LowmanChapter 2

“The Natural History of the College Classroom”


Student Types (Mann, 1970)Student Types (Mann, 1970) Compliant students Anxious-dependent students Discouraged workers Independent students Heroes Snipers Attention-seeking students Silent students

LowmanChapter 3


Student Types (Mann, 1970)Student Types (Mann, 1970) Compliant Students (10%)

Teacher-dependent, conventional, task-oriented. Content to learn what the instructor wants them

to know. Speak in class only to agree with the instructor

or ask for clarification. Often prefer lecture to discussion. Usually do not show independence or creativity.

Initially accept their dependency; gradually encourage them to be more independent.

Initially accept their dependency; gradually encourage them to be more independent.


Student Types (Mann, 1970)Student Types (Mann, 1970) Anxious-Dependent Students (26%)

Want to learn exactly what the teacher wants them to know.

Excessively concerned about grades. Expect trick questions and unfair grading. Come to exams looking frazzled and stay until

the last possible minute. Work is frequently unimaginative or erratic. Seek simple right or wrong answers.

Don’t add to the anxiety by rejecting requests for “the right answer.” Suggest a broader range of options.

Don’t add to the anxiety by rejecting requests for “the right answer.” Suggest a broader range of options.


Student Types (Mann, 1970)Student Types (Mann, 1970) Discouraged Workers (4%)

Depressed and fatalistic toward their education. See themselves as having little control over their

learning. Overworked burn-outs—no longer find learning

pleasurable. Often older students who have returned to school.

Compliment their work. Provide face-to-face encouragement. Acknowledge their low morale, and

demonstrate a desire to get to know them better.

Compliment their work. Provide face-to-face encouragement. Acknowledge their low morale, and

demonstrate a desire to get to know them better.


Student Types (Mann, 1970)Student Types (Mann, 1970) Independent Students (12%)

Ideal, mature, learning-oriented students. Comfortable with formulating their own thinking

on a requirement. High-quality participators. Make friends with instructors and identify with

them.

Acknowledge their independence.Encourage them to go beyond what is expected

of others.

Acknowledge their independence.Encourage them to go beyond what is expected

of others.


Student Types (Mann, 1970)Student Types (Mann, 1970) Heroes (10%)

Resemble independents—prefer independent or creative work and identify with the teacher, but...

Overly concerned with having the teacher notice what great students they are.

Active in class discussions; sometimes argumentative. Frequently stop by after the first class to express their

interest one-on-one. Erratic optimistic underachievers who fail to deliver on

their promise.

Channel their energies into well-structured requirements. Giving them independence almost never improves performance.

Channel their energies into well-structured requirements. Giving them independence almost never improves performance.


Student Types (Mann, 1970)Student Types (Mann, 1970) Snipers (9%)

A hero who is hostile toward the teacher. Have high self-image, but little hope that the

world will recognize their genius. Sit in the back of the room and make cutting

comments. Retreat quickly when questioned or challenged.

Control your own hostility toward them. Ignore or, better, respond enthusiastically, emphasizing the positive and

ignoring the negative. Attempt to develop a positive personal relationship as the course develops.

Control your own hostility toward them. Ignore or, better, respond enthusiastically, emphasizing the positive and

ignoring the negative. Attempt to develop a positive personal relationship as the course develops.


Student Types (Mann, 1970)Student Types (Mann, 1970) Attention-Seeking Students (11%)

Come to class to socialize with instructor and other students.

Social needs predominate over intellectual ones. Like to organize group study sessions and

parties. Can be easily influenced by others. Capable of good work, if it is clear that they must

work hard to be well thought of. Give ample attention early, then gradually withdraw it, restricting it to praise for high-quality academic work.

Give ample attention early, then gradually withdraw it, restricting it to praise for high-quality academic work.


Student Types (Mann, 1970)Student Types (Mann, 1970) Silent Students (20%)

Make so few comments they cannot be classified into another group.

Acutely aware of how the instructor behaves toward them.

Afraid that the instructor does not think highly of them or their work.

Don’t ignore! Make eye contact; attempt to draw them out

in a non-threatening way. If they are struggling academically, take the initiative to suggest additional assistance.

Don’t ignore! Make eye contact; attempt to draw them out

in a non-threatening way. If they are struggling academically, take the initiative to suggest additional assistance.


Student Types: So What?Student Types: So What? Students’ emotional development

varies widely within a given class. You should respond to each student

type in a different manner. You can’t do that unless you know

your students and understand their personalities.



Rapport


Rapport

Seminar XISeminar XI

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ExCEEd Teaching Workshop 2009 1 Developing Interpersonal Rapport Developing Interpersonal Rapport Seminar XI Ron Welch