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A teacher-student rapport plays an integral role to promote positive teaching outcomes. A rapport from both the instructor and the student is evident in terms of the positive thoughts and an identical feeling of familiarity. In addition to this, a perception of a bond fosters quality interactions where the student feels vulnerable in a way that they feel confident to share their weaknesses and challenges(Webb & Barett, 2014). Similarly, the relationship is defined by mutual trust, an ingrained sense of connection, and an emotional affinity where the instructor can cultivate the desired outcomes without feeling burdened(Fleiming, 2003). There is sufficient evidence that reveals that a sense of immediacy is correlated to rapport with the feeling of psychological availability. In this way, the integration of immediacy skills makes the students feel that the instructor is available for them, promoting a sense of vulnerability. For example, the use of personal experiences that relate to the subject reveals to the student that the teacher can relate to their struggle and challenges, which increases the chances of fostering positive outcomes(Fleiming, 2003). It creates confidence in that the students can navigate through a related problem, following the teacher's example or counsel. Moving around the classroom during the sessions reveals a sense of commitment to address the needs of every student that creates a sense of connection. In this way, students feel appreciated that despite their level of performance, the instructor is determined to promote their common good. Likewise, the instructor can perceive and understand both the expectations and needs of the students(Nova, 2017). Treating each student with an equal measure fosters a quality rapport, which removes any form of bias or preferences in a way that the teacher can divide the group into smaller segments without a negative perception(Fleiming, 2003). An open-minded approach that encourages the students to participate in the subject is a creative way to foster quality relations in that the students become open-minded and confident about their ideology(Nova, 2017). Students are excited and creative, which encourages them to desire greater heights. The teacher is perceived as a reliable and dependable in any course, which makes the student navigate through various sessions from that instructor. It increases the likelihood of paying attention and quality behaviors, such as increased rates of attendance and studying. An increased rate of paying attention among students promotes a reading culture and a better environment for the students to participate in the classroom. The motivation to do better and excellent performance from the students have a high likelihood of a better rating for the teacher, during the seasonal valuations (Webb & Barett, 2014). This way, the teacher has a higher chance of promotion, favorable rewards, and higher prospects. Teaching plays an integral role in promoting greater opportunities for the future(Nova, 2017). Success in art is dependent on recognition of the value of quality relationships and a good rapport. This is determined by understanding the diversified needs and perceptions of both parties. Teacher-student behavior and traits also limit rapport. However, the teacher, through the integration of the discussed techniques, can achieve their target. The teacher increases the likelihood of achieving the desired results within the stipulated timelines, with additional results such as a promotion or work rewards. References Fleming, N. (2003). Establishing rapport: Personal Interaction and learning, 39. Nova, M. (2017). Constructing teacher’s self- assessment of rapport building in EFL classroom, 9(2), 89–96. Webb, N., & Barett, L. Obrycki. (2014). Students' views of instructor-student rapport in the college classroom, 14, 15–28.
