Abstract:

Teaching is often seen as a set of skills that, when learned and replicated, results in successful collaborative instruction. What is often ignored however, is the great potential that both teacher and student can reach, as well as the level of satisfaction gained when a strong human link is made in those roles. Implications for the educational environment of this ‘relationship of connectedness’ are that resistance and passivity can be eliminated (both of which can occur in challenging academic environments), all the while creating unlimited potential for both student and instructor.

The aim of the talk is to present a ‘rebalanced’ view of common perceptions on the value of instructional skills vs. affective qualities, looked at through the framework of rapport-building.

Attendees will explore the benefits that exist in building rapport and barriers that are encountered. They will be presented with the three stages of rapport-building, and specific activities that can support this. They will also be presented with students’ views of effective teachers, responses for which are collated through a survey conducted of learners of English as a Foreign Language at College of the North Atlantic-Qatar, by the presenter. This will be supported by the research of S. Saafin (2008), M. Murphy (2008), M. Sapon-Shevin (1991) and writings of Parker Palmer.

The aim is to inspire ideas on how, with the building of strong bonds, students can be empowered, teachers can remain in control and challenge learners without encountering complaints, rebellion, alienation or discordant attitudes.

Keywords:

Rapport, enhancing learning, empower.