I recently read an Edutopia article entitled “6 ways to build rapport with your students” by Helen Boyd (2018) (https://www.edutopia.org/article/6-ways-build-rapport-students). In this article, Boyd, an English teacher and instructional coach recommends “standing in the hall between classes” (Boyd, 2018) as one of the recommended strategies. Ironically, this suggestion and Boyd’s overall article inspired me to think of another important way that teachers could build rapport–by living with their students.
I currently live in a dorm where I have the opportunity to interact with my students outside of the classroom dynamic. In my 5 years as a dorm parent, I have come to enjoy having a relationship beyond the boundaries of the classroom setting. When I first transitioned into dorm life, the move was preceded by nervous anxiety due to never having had this type of experience. These feelings have evolved into the realization that I am a part of a model that I wholeheartedly believe in. Why do I believe in this model? Over the years, I have been able to establish more of a rapport with my students. Rather than “standing in the hall” (Boyd, 2018) as Boyd suggests, I actually live down the hall. Some may say (and some have said) that I could accomplish this type of rapport by simply knowing my subject, applying best practices and connecting with my students in the classroom. Although I fully agree with the aforementioned, there is something even more special about having the ability to connect with your charges when the school day “ends.” The following are some of the ways my teaching practice has deepened as a result of living down the hall:
- Further access to teacher outside of the formal classroom setting
This is actually a very important point to consider for students who are more introverted. These students do not always feel comfortable asking questions in the classroom setting. Moreover, although I highly encourage my students to ask questions during class and/or through scheduled consultations, time does not always permit. Therefore, accessibility beyond the “normal” school hours is an added benefit to the student and me.
- Students as neighbors allows for a more dynamic perspective
During my high school days, I remember thinking that my teachers lived in the classroom where they taught. I had an isolated idea about who I thought they were because of the limited exposure to other facets of their lives. While in the dorm, my students are my neighbors. They are privy to my and my family’s routines. They develop more of a dynamic idea of who I am and respect me as such. I appreciate the level of comfort that is developed throughout the school year. Most importantly, I appreciate the rapport that is built based on this communal model.
- Relationship Building beyond the classroom increases level of comfort in the classroom
Every year, I reflect on the differences between the students who are my neighbors and the students who are not. So far, the trend leans toward a higher comfort level in the classroom, earlier in the year, for the students who are in the dorm. For example, last year, I went on maternity leave at the start of the school year. However, I continued to live and work as a dorm parent. The students who lived in my dorm were far more comfortable with my transition back in the classroom. I believe this is due to the interaction they had with me in the dorm.
In “Estimating the Effects of Dormitory Living on Student Performance” by Araujo and Murray (2010) at The Center for Applied Economics and Policy Research, the researchers found that dormitory living could be a stressful experience for students; at the same time, students who live in dorms fare at an exceedingly higher rate than those who do not. The authors found that living on campus “…caused a cumulative GPA increase of almost a half letter grade” (Araujo & Murray, 2010). This data is based on higher-level education. However, following these findings, I wondered if, in the future, researchers will find that dorm living in secondary education also causes increase in student performance and improved rapport with teachers–this has been my experience thus far.
As usual, I like to leave you with a tune for connection and enjoyment. This evening, while rehearsing with The Straight Ahead Big Band, I sang a jazz tune composed by Johnny Green entitled “Out of Nowhere”. This title is reflective of my role in the dorm. Although I never imagined I would be in this role at the start of my teaching career, I am truly thankful for the experience and opportunity to build rapport with my students on a much deeper level. Enjoy!
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