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Building Student Rapport Virtually



Name of Presenter: Jaci Fong

Length of PD: 60 minutes

Publications Highlighted: Dyrenforth, T. Classroom Success Through Rapport Building.; Smith, Adam. Building (and Maintaining) Rapport in the Classroom.; Association for; Physchological Science. (2001) Rapport-Building: Creating Positive Emotional Contexts for Enhancing Teaching and Learning.; Wimer, PhD, Maryellen (2010) Building Rapport with Your Students.; Ryan, Rebecca and Wilson, Janie (2015) The Importance of Establishing Rapport with Your Students.; Benn, Gabriel (2018) Relationships and Rapport: “You Don’t Know Me Like That!”; Saffold, Felicia (2007) Bridging the Cultural Gap Between Teachers and Students.; Krasnof, Basha (2016)   Culturally Responsive Teaching: A Guide to Evidence-Based Practices for Teaching All Students Equitably.; Teaching Tolerance. Culture in the Classroom.; Benson, T. A, Cohen, A. L. & Buskist, W. (2005). Rapport: Its relation to student attitudes and behaviors toward teachers and classes. Teaching of Psychology, 32, 237-239.; National School Reform Faculty, Harmony Education Center: Setting Agreements Activity, 2014.

Danielson Framework: Domain 2 (Classroom Environment)

Workshop Description:

Building rapport with students allows Educators to support students both emotionally and academically. According to Benson, T. A, Cohen, A. L. & Buskist, W. (2005), classroom culture, behavior management, and student progress have all been linked to student identity in the classroom supported by the relationship between student and teacher. The tricks we use as teachers in the brick and mortar classroom to assure students we are there to support them are not always as impactful in the virtual environment.

During this workshop we will explore rapport building activities designed to be used for one-on-one, small group, or whole-class instruction online based on student grade level while you are working together remotely. With the idea that “students do not come with an empty mental slate; they have existing frameworks waiting to attach new knowledge” (Fleming, 2003, p. 3). we will explore ways to enhance our instructional impact through getting to know and better understanding our students.

Learning Objective:

  • I will be able to identify best practices for planning rapport building activities for one-on-one, small group, and whole class settings.
  • I will define personal boundaries and feel confident that what I share with students is purposeful.