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Why is establishing rapport between teacher and student important? It is important for many different reasons, both in the classroom and also in one on one teaching situations. In general, people respond better to others when a relationship has been established. I appreciate the information provided in the course that speaks to building rapport. In particular the idea that it is important to find out why the student is learning English, as this helps in the teacher's preparation. It is also useful to know what they will be using English for and if they have chosen themselves, to participate or if it was mandated by a company or caregiver. There are many different ways of creating an appropriate, productive and enjoyable relationship between the EFL teacher and his or her students. Perhaps the most important factor is actually having an interest in getting to know your students as a teacher. It is often easier than we think for others to intuitively sense our interest in them, or lack thereof. Therefore, before even taking a job as an EFL teacher it is good to do a self assessment as to wether or not this is a career that is of interest to you, not just simply a way of making money. In my personal experience as a music teacher in group situations and one on one, I have witnessed a wide variety of personalities of various ages and backgrounds. In many ways it is much easier to establish rapport in a one on one situation. However, there are many joys in finding creative ways to build rapport in groups as well. In a group there is not as much time to get to know the students individually, so communication between teacher and each individual student must be kept brief in order to avoid loosing the interest of the rest of the class. In these situations I will often go around the class and ask each student their name and something about themselves. It should be something they can share briefly that is personal, but not something that would make them uncomfortable. Questions about there favourite music, favourite subjects in school, hobbies, or recent holidays, work well in these situations. Often, after a student shares, is a good opportunity for the teacher to give a very brief and creative response. The response should be just enough to show the teacher's interest and establish a connection with the particular student. If the teacher doesn't know anything about the student's shared interest, a quick question can often also show interest. In a one on one teacher/student situation there is much more time to get to know the student. However, it is important to be aware of how much time is spent on building rapport, as often it can be perceived as a waste of time by the student or caregiver. In order to help with this, it is often helpful to make intentions clear at the offset. Even just simply stating that it is important to get to know your student a bit first, so you know how to better help them achieve the goals that have been set out, is a good way to start. It is also important to let them know that you are genuinely interested in helping them as well. I should mention at this point that in both a classroom or one on one situation, interaction should always be geared to the students' understanding of English. After this, I often find one of two basic problems. With students who are more quiet, the student may seem not prepared for this and may simply be expecting instruction. In this case they may have very little to say at first and need some gentle coaxing to start to talk. On the other hand, students may really enjoy the chance to talk about themselves and the challenge can be to redirect their attention to the purpose of the lesson. In all cases teaching is a rewarding experience and building rapport is both a joy and a necessity. Once this has been established the results will speak for themselves.