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Home > Workshops and Classes > Teacher Training > Beginnings > Online Beginnings > Table of Contents > Building a Relationship

Building a Relationship With Your Students

We send messages to our students, verbally and nonverbally, which give them information about who we are, what our expectations are, whether we respect them or not, how we feel about what we are teaching, whether asking questions is welcomed or discouraged....

What students see and experience when they enter your classroom for the first time makes an impression. Are you there or do you walk in three minutes after the bell? Are you available for questions before class or involved and looking like you don't want to be interrupted? Is there an agenda on the board outlining what will happen in class today or is it blank?

You have, and will further develop, your teaching style. Consider the following as suggestions:

1. Think about how you want to be perceived by your students and then think about the verbal and nonverbal ways in which you can achieve this. For example - I want to be perceived as friendly, accessible, organized and knowledgeable. Therefore, I'll show up early for class and try to stay around a bit after we've finished. I'll be in my office each week ready for my office hours. I'll start each class with an overview of what I have planned and tell my students what specific things I want them to learn during that class period.
   
2. Think about how your students want to be perceived by you and their fellow students. Create a climate in your classroom which sends the message that every student is welcomed, valued and respected. This goal will have a powerful and lasting significance for all of you. Please read through this important information on Creating Inclusive College Classrooms from Shari Saunders and Diana Kardia, Center for Research on Learning and Teaching, University of Michigan.
   
3. Your appearance sends a message. This one is tricky and I'm not suggesting any kind of dress code. I am suggesting that you don't make your appearance an issue. I am also suggesting that you dress in line with the kind of presence you want to have in the classroom. For example--I want to be seen as informal and in charge to the extent that it is clear that we have important work to do in class together.
   
4. Learn and use (in and outside of class) as many names as you possibly can. The larger the class the more powerful the message learning and using students' names sends. This is especially important for fall term freshmen,but it should not be dismissed as unimportant for any student. Knowing your student's names is an act of respect and caring which holds a lot of weight with students. Students continue to be amazed that any instructor would take the time to learn their names.

   "But I'm terrible at remembering names... "
   Learn as many as you can. Using students' names in class creates an atmosphere that is less alienating, more inviting for participation. When you know your students' names you are able to interact with them more directly in a comfortable manner.

5. COMMUNICATE with your students. Welcome and encourage their questions. This is your key to knowing how best to teach them. When you make a point, illustrate it with examples as often as possible. Have those examples relate to their lives (i.e.--if you are dealing with size relationships use familiar objects on campus - "It's about as tall as the pioneer statue near Hendricks Hall").

   Give clear explanations about the "why" behind assignments, lessons, projects, class policies. Good communication shows that you care about your students' success in the course.

6. Get feedback to students in a timely manner. This means grades or any other form of assessment, written comments, validation of student responses in class ("That's an interesting way to view this problem, Jon."), or making good on promises ("I'll look that up and get back to you on Thursday."). Many of you are students,too, with your own demanding workloads. Do your best to respond to student comments, concerns and assignments as soon as possible.

7. Use self-disclosure appropriately. Using information from your own experience can greatly enhance your teaching. However, it can also be more than your students want to know or should know.

8. Maintain boundaries. It is not necessary to become best friends or take on the role of therapist with your students. Be friendly, accessible, concerned and a good listener and use appropriate campus resources for situations outside the domain of your responsibilities and expertise. We also suggest not giving students permission to call you at home anytime.

9. Consider creating a student information sheet.
   In most cases the students in your class will be strangers to you. You will not know why they chose the course (unless it's a requirement for everyone) or what they expect to get out of it. You won't know what courses they have had which may help prepare them for this one. You will not yet know their skill levels in reading, writing and thinking.

   So find out. Create a student information sheet which addresses any topic or issue which may be important to your students' success in your class. Are there any prerequisites or field experiences which are important? Will the course involve a lot of writing, formal papers? Will students need to make extensive use of library resources?

   Have students list any previous courses they have taken in this area and give you approximate dates when these were taken (some older students last took a science or math course more than two decades ago). If your course will require essay exams and papers, have student's give you a one-page writing sample. This heads up on their writing abilities will allow you to recommend additional help to some whose skills are clearly low. Academic Learning Services offers students private and group tutors and free writing and math lab help. Getting help early on can make the difference between passing and failing the course.

   Ask students why they are enrolled in the course and what skills and knowledge they hope to gain. If there are any instructional technology components to the course, find out how comfortable your students are with computers and how easily they can get to one. Instructors with machines on their desks often forget that for some students doing regular web-based assignments is a big hassle--especially if they have to come back to campus to use a lab or dial in from home.

   If you plan on incorporating group work in your teaching, find out what students' experiences have been working in teams. Based on their experiences in other courses, some students feel that group work is a waste of time or a chance for flakey students to leech off those who are more motivated and prepared. You may need to alter your "marketing" approach to sell some of the ideas you want to implement.

   Knowing your students well will assist you in teaching them. It will also demonstrate to them that you care about their success in the course. Even knowing the name a student prefers you use can make a big difference.

But one of the most important things you can do in building a relationship with your students is to WOW them on the first day of class. For this--you need a good plan.

 

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