Lastly, randomly selected students may be brought together outside of class to meet in focus groups to provide feedback on specific aspects of a course - clarity of lectures, testing and grading procedures, and so on. Questions to ask to assess approachability and availability include. If students perceive faculty to be supportive and caring, they are likely to perceive them as being approachable outside the classroom. Approachability and Availability Faculty demeanor in the classroom influences their students’ willingness to initiate one-on-one contact with them outside of class. Clearly, the quality of faculty teaching transcends their disciplinary knowledge - it includes their personal characteristics as well. Essential aspects of building rapport include, among other things, learning students’ names, using relevant examples, treating students respectfully, using appropriate humor, and starting and ending class on time (Buskist & Saville, 2004).
Becoming a successful teacher hinges on teachers’ abilities to establish rapport, an interpersonal dynamic that increases the likelihood that students will pay attention to and understand the teacher’s message.
Classroom Performance Being able to communicate psychological knowledge clearly and enthusiastically is one key to effective student learning, and therein rests a secret to becoming a truly great teacher.
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