Teacher Strategies to Maintain Rapport in Elementary Classrooms
Location
Afternoon Symposiums - Undergraduate Honors Research
Proposal Track
Research Project
Session Format
Presentation
Abstract
Students learn best when they feel connected to or comfortable speaking with their teachers. This is a hint of good rapport between the student and the teacher, but good rapport requires maintenance as well. This study aims to identify strategies that help develop and maintain strong rapport between teachers and their students. Ten elementary school teachers in kindergarten through second grade (K-2) general education classrooms will participate in this study. This study is qualitative and phenomenological in nature. This means the analyzed data is non-numerical in nature and is acquired through the sharing of peoples’ life experiences of a specific phenomenon. As such, data will be collected through participants’ responses in one-on-one interviews. Specifically, thematic analysis, a process where data is analyzed to find commonalities among participant responses, will be used to analyze the data. This thematic analysis process will aim to identify which strategies elementary school teachers use when initiating and maintaining rapport with their students.
Keywords
rapport building, rapport maintenance, student-teacher relationship
Professional Bio
Emily Ray is an honors undergraduate student at GSU and seeking to present her capstone research at GERA.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ray, Emily, "Teacher Strategies to Maintain Rapport in Elementary Classrooms" (2021). Georgia Educational Research Association Conference. 85.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/85
Teacher Strategies to Maintain Rapport in Elementary Classrooms
Afternoon Symposiums - Undergraduate Honors Research
Students learn best when they feel connected to or comfortable speaking with their teachers. This is a hint of good rapport between the student and the teacher, but good rapport requires maintenance as well. This study aims to identify strategies that help develop and maintain strong rapport between teachers and their students. Ten elementary school teachers in kindergarten through second grade (K-2) general education classrooms will participate in this study. This study is qualitative and phenomenological in nature. This means the analyzed data is non-numerical in nature and is acquired through the sharing of peoples’ life experiences of a specific phenomenon. As such, data will be collected through participants’ responses in one-on-one interviews. Specifically, thematic analysis, a process where data is analyzed to find commonalities among participant responses, will be used to analyze the data. This thematic analysis process will aim to identify which strategies elementary school teachers use when initiating and maintaining rapport with their students.
