ExCEEd Teaching Workshop 2009 1
DevelopingInterpersonal
Rapport
DevelopingInterpersonal
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
ExCEEd Teaching Workshop 2009
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
ExCEEd Teaching Workshop 2009 5
How can we develop interpersonal rapport with students:(1) in the classroom? (2) outside the classroom?
Group ActivityGroup Activity
ExCEEd Teaching Workshop 2009 6
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:
ExCEEd Teaching Workshop 2009
Zach Yoklic
Lisa Dugan Mike Jablonski Kyle Murray
Todd Mainwaring Drew Miller Erik Schutz
ExCEEd Teaching Workshop 2009 8
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:
ExCEEd Teaching Workshop 2009
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:
ExCEEd Teaching Workshop 2009
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
Developing Interpersonal Rapport:
ExCEEd Teaching Workshop 2009
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.
Developing Interpersonal Rapport:
ExCEEd Teaching Workshop 2009
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.”
ExCEEd Teaching Workshop 2009
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”
ExCEEd Teaching Workshop 2009
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
ExCEEd Teaching Workshop 2009
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.
ExCEEd Teaching Workshop 2009
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.
ExCEEd Teaching Workshop 2009
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.
ExCEEd Teaching Workshop 2009
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.
ExCEEd Teaching Workshop 2009
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.
ExCEEd Teaching Workshop 2009
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.
ExCEEd Teaching Workshop 2009
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.
ExCEEd Teaching Workshop 2009
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.
ExCEEd Teaching Workshop 2009
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.
ExCEEd Teaching Workshop 2009 24
DevelopingInterpersonal
Rapport
DevelopingInterpersonal
Rapport
Seminar XISeminar XI