Lara Arafat is a senior instructor at the Centre for Preparatory Studies, Sultan Qaboos University, Oman. She has dedicated the past 17 years to teaching English at the tertiary level. She holds a BA in English Language and its Literature from the University of Jordan, a Postgraduate Certificate in Professional Practice in Higher Education from Coventry University, and a CELTA from Cambridge University. Her research interests include learner autonomy, teacher- student rapport and active learning. Email: larafat@squ.edu.om

The 21^st. century has introduced a variety of technological tools to enhance the teaching and learning process, including the most recent use of AI. In addition, instructors are actively researching teaching and learning pedagogies to foster the learning outcomes. For example, approaches such as flipped classrooms, active learning and learner autonomy have recently become the focus of many researchers. However, the introduction of such technologies and approaches lacks the emotional support which is needed to keep learners going and well-motivated. Building social rapport with students is a trust- based interpersonal interaction with students which goes beyond the teaching content. It promotes the learning process by fostering a warm, friendly and approachable learning context that maximizes students’ engagement and well-being. This article explores the students’ perceptiveness of the sustainable benefits of building social rapport. The data were collected at Sultan Qaboos University, Center for Preparatory Studies, through four focus groups with foundation program students majoring in Engineering. Each focus group consisted of 5 students, whom the author had taught the previous year. The purpose of not interviewing students taught by the author in the current semester was to gain broader and more comparative insights from the students based on courses they had taken with other instructors. This will allow them to reflect on the impact of rapport when it was successfully present versus when it was absent. The following questions guided the interviews:

• How does your relationship with your teacher influence your emotional experience in the classroom and over-all well- being?
• In what ways does your relationship with your teacher affect your academic engagement and learning outcomes?

The four focus groups were so engaged with the questions to the point that they went beyond the two- dimensional scope of questions and explored a third dimension.

 

The emotional dimension

The first dimension highlighted in the interviews was the emotional and social impact of fostering a supportive classroom environment. Students’ personalities and comfort levels vary, particularly when joining a new learning environment. To help them navigate their mixed feelings and establish a sense of belonging, students need to be well supported to nurture their strengths while addressing both academic and personal challenges. One student noted, “I feel understood by my teacher as she cares about me, not just my grades.” This sense of being valued in class reduces stress and anxiety (Pianta, 2001).  Another student added, “The class atmosphere is friendly and the teacher is approachable.” A few students elaborated, “We feel a strong bond with the class community where everyone is valued, respected and included.” These comments suggest that building a positive rapport enhances students’ sense of belonging which makes them feel appreciated regardless of their academic performance. Additionally, they foster a love for learning in a stress-free learning context. This was echoed by one student: “I look forward to attending class because I feel welcomed and engaged.” Similarly, some students emphasized, “We like the teacher’s sense of humour and storytelling, which makes the learning environment less stressful and more enjoyable.” Clearly, sustaining interpersonal rapport is crucial to the students’ well-being as it fosters resilience, engagement and a strong sense of belonging.

 

The academic dimension

The second dimension was the academic impact, which is the primary reason for having students in this context. Building rapport with students results in higher motivation and self-assurance. One student highlighted, “I feel motivated to participate because I am sure my teacher supports me.” When motivation is high enough, students reach a greater level of engagement, take agency over their learning and become integral to the learning process. A student emphasized having a voice and choice in what and how to learn. Eventually, having such agency and this kind of freedom takes the students to the intended purpose of improved achievements (Hattie, 2009), especially that rapport contributes to a well-disciplined class with minimal disruptive behavior, as noted by another student. In brief, the academic impact is supported by motivation, which increases attention and encourages cooperation for improved academic performance. Below are additional responses from the focus groups.

• “I participate without any fear of making mistakes.”
• “My teacher never criticizes students for making mistakes but instead helps us correct ourselves.”      
• “My teacher’s feedback is always constructive and encouraging.”
• “Because I enjoy class, I pay more attention, which helps me learn more and get higher grades.”
• “I make sure I do not miss any assignments as I know my work will be recognized.”
• “I always feel engaged and motivated.”

On one hand, the emotional and academic dimensions that exist in the classroom intersect and cannot be viewed in isolation, as each complements the other in supporting students’ well- being and academic achievement.  These outcomes are a direct result of teachers’ effort. On the other hand, cultivating emotional rapport with students not only enhances the academic dimension but also extends beyond the classroom to improve the students’ lifelong learning that positively impacts the quality of their personal and career future lives, as highlighted by several students.

 

The long-term dimension

The third dimension, introduced by several students, focused on long- term development. When students feel motivated, they engage actively in class discussions, and feel confident and valued. Moreover, their knowledge retention improves. To elaborate, emotional support and academic guidance improve their overall soft skills, like communication, collaboration, respect and empathy. Students reported that their autonomy increased as well. They stressed that experiencing positive rapport shaped their mindsets, and they feel that the skills they acquired are transferable across education, personal and professional contexts. Below are some of their responses.

• “Having a teacher who motivates me makes me enjoy learning beyond the classroom.”
• “I feel more independent and confident, especially after developing better study habits.”.
• “I feel more confident in handling challenges in other subjects.”
• “I understand what critical thinking is and how useful it is to think outside the box.”
• “I know how to communicate and collaborate effectively, which will help me in both university and work life.”

Despite the three-dimensional benefits of a positive teacher -student rapport, Pianta’s research (1999, 2001) highlights some potential downsides, primarily related to the emotional dimension. His studies underscore concerns such as crossing professional boundaries, which could result in behavioural issues and dependency on teachers. While Pianta stresses the power of the emotional quality, in teacher- student relationship, he also emphasises the needs to be handled with care to avoid unexpected or negative consequences.

In conclusion, building teacher- student rapport clearly impacts learners not only emotionally and academically, but also develops their skills and prepares them to become lifelong learners in a modern digital learning environment.  Universities should encourage teachers to foster social rapport in their classes due to its significant benefits for students. Moreover, to ensure its effective implementation, universities should consider organizing professional development workshops that highlight its positive impact.

 

References

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge

Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.

Pianta, R. C. (2001). Student–Teacher Relationships and Early School Adjustment. In Research in Education (Vol. 65, pp. 53–74).

 

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