Professor-Student Rapport Scale: Article Analysis

Describe your relationship with faculty, advisors, staff, classmates, and peers inside and outside of the

You see how much students learn from each other sitting in the classroom, how much they learn sitting together in the dining hall- more than from their professor. It’s hard to imagine replicating that virtually.” He used an extract from a credible source (that would appeal to his audience considering his high position at an actual college) to help stress the evidence of human interaction in the learning process, even if it’s unintentional, it is nostalgic to those still attracted to being in a classroom full of their peers and the possibility of learning from interacting with one

From the perspective of students, positive student/teacher relationships are important in their schooling (Bernstein-Yamashiro and Noam, 29). These relationships are important because it gives students more motivation to come to school and to try harder in class (Bernstein-Yamashiro and Noam, 33). Some example of positive student/teacher relationship includes extra help, encouragement, motivation, learning their identity, how to form and maintain professional relationships, and develop socio-emotional skills (Bernstein-Yamashiro and Noam, 2013). Not only do students do well when they have positive relationships, teachers also benefit from them as they are satisfied when students put effort into their work (Bernstein-Yamashiro and Noam, 35). It is cited that a lack of connection to caring adults in school is a variable of alienation, failure, and dropout (Bernstein-Yamashiro and Noam, 17).

The foundation of therapy starts by building rapport with the client and applying strategies when necessary to overcome a variety of barriers. It is imperative to have rapport with a client and to be aware of barriers to facilitate a good treatment outcome. This will take practice and the use of methods and strategies ready to be implemented when needed. There are many components to building a good client rapport such as: intimacy, vulnerability, exploration of inner challenges, self-awareness, staying present; inner resiliency, empathy, anxiety management, and self-integration, and relationship acceptance. The two types of barriers are internal and external and this is for both the client and the therapist. The common barriers to rapport are countertransference and transference. Strategies for overcoming barriers are: Pause Moment and self-awareness. It also requires skills such as being genuine, sensitive, open, and

Throughout my senior block experience, I have been in three different classrooms, with many different students. Each student possessed unique qualities that have taught me better communication skills and relationship building. Three specific students were John, Jacob, and Justin (for the confidentiality of the students, I have changed their names). These students’ different behaviors have caused an effect on either their learning or social interactions.

Frymier, A. B., & Houser, M. L. (2000). The teacher student relationship as an interpersonal

When students feel excluded or not part of, academic achievement decreases (Brown, 2007). The importance of a positive student-to-teacher relationship is critical in order for students to succeed and find themselves fit in the world of academia (Anderson, Nelson, Richardson, Web, & Young, 2011). Interestingly, the data gathered from this study is consistent with previous research on barriers to student achievement. Anderson et al., (2011) goes on to suggest that there is a direct correlation between student behavior, positive or negative, and the teacher’s relationship with a student. When considering this, it must be understood that the relationship between the student and teacher, whether positive or negative, contribute to students’ academic outcomes and sense of belonging.

On all college campuses, gender, religion, social economic and race diversity is also very important for effective academic interactions. Academic interactions refer to student’s involvement in the class room. This includes the way students review, analyze and study assignments given in class by the professors. It is the way students think and analyze information given to them collectively, as a group.

The upperclassmen had reported feeling intimidated by professors, being snubbed by new friends and ignored in their quest for help early in their college careers. But they all emphasized that, with time, their confidence grew, they made good friends and they developed strong relationships with professors.

As an individual, I learn most effectively in small groups. With Vassar’s student-faculty ratio of 8:1, I will be able to build strong and long-lasting relationships by engaging in close and direct interactions with my peers and professors.

Interaction also means that students keep in contact with professors to ensure greater success in each of their classes

Throughout my schooling I have realized how important it Is to form relationships with my professors, peers, and other resources on campus. These relationships have helped me become who I am today.

College can be very overwhelming and stressful at times. Many students struggle to keep up with all their assignments and due dates. There are many resources on college campuses that can aid students in time management; paper writing and studying habits, but the main resource that students tend to neglect are their professors. Professors are the ones that are teaching the material, assigning the homework and making the test. Student faculty interactions can be crucial to a student’s success in college. Whether it is for internship opportunities or recommendations, teacher’s jobs are to help students learn and succeed. Teachers are a great, free resource in college that seems to go unnoticed. Student-faculty interactions have major effects on a student’s self-efficacy and academic integrity. These are just a handful of the countless effects of student-faculty involvement.

In this study, we looked at the relationships between friendliness and hostility and agreeableness in college students. We hypothesized that students who were high in friendliness would also be high in agreeableness, while being low in hostility. We expected a strong correlation with agreeableness, and a slightly strong correlation with hostility. However, when looking at all three traits we found that agreeableness, while being the big umbrella it is, might not fully account for traits underneath it. As well as friendliness and hostility having a stronger negative correlation than we anticipated.

Good communication is a criterion that sets many students apart in terms of traits. This is useful when building any form of rapport between them and the lecture or tutor. A student that respectfully communicates has also come out as self-motivated and is more likely to get more help from the teacher since their problems are aired out effectively. Students that do not communicate can be misjudged and mistaken for lack of motivation and self-confidence. In addition, students who are good communicators are made, not born (Floyd, 2013).