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The importance of
rapport in the classroom
Leslie Forrest suggests ways to build, maintain and renew it.

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l|\eveloping and maintainins a
lJ positive clasroo, atrorpi".o i,
vital for language learning. One crucial
factor in this is building rapport. This
is held to promote student motivation,
student participation, cognitive
learning, and relationships with peers
and instructore (Frisby & Martin, 2010).
For magic to transpire in the language
classroom, you need a healthy and
consistent dose of solid rappoft with
your students and among the
However, while the mantra 'fake it
until you make it'can be applicable in
a variety of situations, you can't fake
rapport. What you can do though is
build activities into your lessons that
foster it. Setting a tone of reciprocal
sharing and learning from the beginning
of the course can enable a dynamic
and inclusive learning experience Frisby BN & Martin MM (2010) Insrructor-
forstudents and tutor alike. It is also
student and student-student rapport in the
clrcroom. Communiqtion Education Sg (2)
important that while creating rappon 146-164.
from the start is imperative, sustaining
interpereonal relationships throughout
the semster is paramount. This is
easier said than done, unfortunately.
It is a delicate balancing act ensuring
pedagogical goals are achieved,
profesionalism adhered to, and that the
leaming environment prcmotes being
clas. innovative and learning from mistakes_
Lesll. Forcst was raised in a bi,inguat
home outside of Tolryo, Japan. She
On pp73-75, there are five rapport caught the teaching bug after facilitating
building activities that can be adapted health promotion workshops in Fiji
for a variety of levels and age groups. as a Peace Corps Volunteer ln Fi.ji
fiom 2008 to 2010. She has been an
References academic staff member at the Waikato
lnstltüte of Technology in Hamilton, New
Edutopia (2018) 60-Second Stntegy: Snoaball
zealand since 2012. Her interests lie üi
Z)ss {onlinel.Available at: https://\W
experimenting with Conversation Analysis
edutopia.orglvide0/6O-second-strategy-
findings to develop authentic speaking
snowball_toŠ materials fo. the ESL classroom.

Expression dictations
Aim: Building and maintaining rapport by sharing favourite The rest of the students write down the expression. After
expressions repeating the sentence as required, one student writes the
Regources: Bag or box to hold pieces of paper expression on the board.

Time: 5 minutes Students then speculate on the meaning of the sentence

and guess who chose Lhe expression.
Organisation: Class
Encourage students to ask the person questions on why
Preparation: ln the beginning of the semester, ask students they like the expression.
to share their favourite English expression or an expression
from their 11. Compile the expressions and put in a
colourful bag or box. Check for double ups.
Variation: Make this into a peer dictation by providing two
Procedure: Tell students that during the course. one
expressions to the pair Follow similar instructions as above
student will lead the expression dictation warm-up for the
and guess the meaning of the expression and who wrote it.
class. One student will come up to the front of the class
and without looking choose an expression ftom the box.
Encourage the student to memorise the expression, identii/ Obselvation: This is a different approach to standard
word and sentence stress, and say the expression clearly.
dictation practice and students appear genuinely interested
in learning new expressions that are important io the
person who selected it.

a Volume 28 t lsuel www.moderresglishteacher,com

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Snowball fightl Who are we? j

This actlvity is adapted from one shared by high school educator
Whose photo is it?
Marcus Moore (Edutopia, 2078).
Aim: Building rapport on the first day of class
Aim: sustain and lenew rapport;
generating curiosity about one another
Aim: Maintain rapport; establishing commonality during the Resources: Large classroom, with chairs and desks
Resources: Hanclout/powerpoint
middle of the semester moved to the side so students can make a large circle; slide
PowerPoint slide Tlme: 40 minutes
Reso rces: Large classroom, with the chairs and desks moved
to the side so students can make a large circle; two differently Time: 20 minutes Organlsation: pair or groups
coloured sheets of paper for each student, black pen, stopwatch
Organisation: Full class, then move on to groups Plepa.ation: A muple of days
in advance, ask students to send a photo that
Time: 20 minutes nds specrat meaning to them.
The photo should not have the student in it. Ask
Procedure: The teacher prepares a list of statements provide a description o
Organlsatlon: Class then move to groups (15-20) that students can answer yes or no to. lf the :"*:ll*lj: !".9l." and numbers *r,v ii i" šp*iui to itlem. tne tutor

Procedure: Hand out the two coloured sheets of paper to your
class.
Step 1: Write out the prompt:
I like English because
I don't like English because
statement is yes, the student walks to the middle of the :l'lll':"^li: ii9t9" them at random without any names. Under the
fgr students to answer the questions:
,i,'#:l :i:"^:^:T
wlly lL ls Whosä photo is it? GUeSs
circle. Ifthe next statement still applies to the student, speclal to them. A handoutwith
the pÄotos can be prep;red orthe tutor
the student remains in the circle until their answer is a no. can put all the photos on a powerpoint
slide.
lnstruct the students to walk out of the circle and wait for Procedute:
another yes statement to come back to the circle.
Stel pairs or small groups, students
l::.
predict theIn speculate on the owner of the photo and My favourite things
_. reason why the photo is special.

Designate one paper colour (e.g. yellow) to represent the + fr step.2r As a group, share the predictions of
whose photo it is and the reason why Aim: Sustain and renew rapport;
positive response and the other (e.g. green) to represent the they think it is special.

f
generating curiosity about one

i.,fr,
negative response. Students complete the prompts, writing Step 3: Reveal who took each photo. lf it is a
small class, go around the class to another

f
their responses on their corresponding sheet of paper. Direct
students not to include their name and for the class to use the 1l share their reasons. ln Iarger classes, prc;ect
ttre answeii-on tn" io*Juno g"t
students to compare their predictions and the actual Resoutces: Padlet or similar online
same colour pen to ensure anonymity so that they share their Ä"""rg l"ni"Jii"
pnot". bulletin board site
honest opinions. Check to make sure students are clear about

f
the instructions and that they do not show each other what Time: Self-access
Obselvations: I find that students really start
to talk without overthinking or
they write.
fr preplanning. The language pourS out as
the focus i. uuoritn"Ä.ui""ä.'ln choosing
Organisation: tndividuals
Step 2: Get students to make a large circle. Model the next to share a particular photo, the learners assert their agency.
I fif<eine Oroaoness Preparation: Set up an online bulletin
step by taking the tlvo sheets of paper and crumple it into a ofthe photo topic as students can interpret what is Spžciiitortnem.
Ävariety or board that allows students access
ball. Check the meaning ofsnowbail fght and tell them that they Example statements: motifs unfold in one lesson.
outside of class. Padlet is a free
will throw the crumpled pieces of paper at each other. Set the I I have been in New Zealand for: 1 week / 3 months / (up to 3 boards) and user-friendly
timer for 1 minute. Yell out, 'snowball fight' and get students platform that enables students to
6 months ,/ 1 year / 5 years+ (prepare a slide for each
to throw their own paper ball and then pick up another one and share, collaborate and communicate
time frame).
keep throwing it until the alarm goes off. When the buzer beeps,
students grab one ball of each colour. I Iam from: Alrica / Asia / Europe / S. America / N.
Expression dictations outside of class time.

America / Oceania (with homogeneous cohorts prepare Procedure:

Step 3: Students form groups of 3*4 and read out the paper
different locations within the country)-
they picked up. Students share and comment whether they
agree or disagree with the answers. Encourage students to r I have travelled to: t counlry / 5 countries/ 10
develop ways they can improve on the aspects of English their countries+.
classmates dislike. lf time permits, you can have students share I l: am the only child /
have 1 brother or sister
the best prompts and their suggestions for improving the class.
more than 2 siblings / and so on.
r Range of activities: I like to dance / cook
Valiation: Using the snowball action as a template, you can ask basketball.
your students a plethora of question prompts. I I won an award for: sports / music / study / and so on.
Example prompts: I I prefer to study alone / with a partner / with a group.
r What I like the most about New Zealand is ... What I don't
like about New Zealand is ... Variation: Get.students to write a statement about
themselves and get them to read their questions to
r My favourite thing about this class ... One thing I would the class. This activity can lead into a subsequent
change about this class ...
discussion activity about what they found interesting
about their classmates. Encourage students to get into
groups of people that they do not know.
ot*šervations: This is a perfect mid-afternoon activity to use
when you can tangibly feel the energy in the classroom lagging.
Afterthrowing pieces of paper around the classroom for a
minute, students get a bounce in their energy levels. The Observations: This is a fun and interactive 'getting to
subsequent discussion is often stimulating and students can know you' activity that enables students to connect
openly discuss their predilections and opposing sentiments. quickly to their similarities and instil a sense of curiosity
This may highlight issues that are useful for you to be aware about the differences. By taking a mental note of
of, potentially changing your planning for future lessons. The student responses, the teacher can identiry potential
anonymity of the responses ensures that students share and
topics to later initiate one-to-one conversations, thereby
learn from each other in a safe environment.
further building rapport.
Aim: Building and maintaining rapport by sharing favourite expressions
Step 1: Generate topic ideas from
Resources: Bag or box to hold pieces of paper
the students that they are interested
Tlme:5 minutes in (i.e. favourite Engtish/11 song,
favourite food, favourite reslaurent,
/ have Organlsatlon: Class favourite place).
Preparation: ln the beginning of the semester, ask students Step 2: Once the class has
/ play to share their
favourite English expression or an expression from their 11. Compiie agreed on the topic, create the
tne
expressions and put in a colourful bag or box. Check for double ups. online bulletin board with the
Procedure: Tell students that during the course, one student will lead topic headline. Set a week for
the
9xples:l9n dictation warm-up for the class. One student will come up to tne
students to make contribuilons
front of the class and Without looking choose an expression and get students to comment and
Encourage the student to memorise the expression, identify
rroÄ1ÄÄ oo*. ask questions to at least three
word and sentence students' images or videos.
stress, and say the expression clearly.
The rest of the students write down the expression. After repeating
Step 3: ln class, ask each student
the which image or video they tiked the
sentence as required, one student writes the expression on'tne most and recommend others to
Oo-aiO.
Students then speculate on the meaning of the sentence and guess revisit the board to check it out in
who chose their own time.
the expression. Encourage students to mk the person queitioii
m wtry tney
like the expression.
V riation: N4ake this into a peer dictation by providing two expressions to Observation: Students have
the pair. Follow similar instructions as above and gušs tne meining reported how much they like sharing
ottne videos and interesting photos as a
expression and who wrote it.
communicative tool outside of the
class. Students that may be stighfly
Obselvation: This is a djfferent approach to standard dictation practice
and reserved in the classroom have
students appear genuinely interested in tearning new expressiois
mat are shared fascinating posts that incite
important to the person who selected it.
engaging conversations online.

?4 ww.modernenglishteacher.com I Volume 28 I lssue 1 I Volume 28 a lsuel www.modernenglishteacher.com

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