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For an English teacher establishing a good rapport with their students is very important and can set the course for the future of the course. With both young and old learners alike establishing a rapport can prove to be rewarding. When students feel comfortable and feel like they have a friendly, understanding and patient teacher they are more likely to be motivated to learn the language, actively participate in class, complete assignments and do well on exams and assessments. Methods for establishing a rapport will vary depending on the age of the students, English knowledge level of the students, class size and the timing of the class; such as whether it is the first class of the course or a later one and whether the class is taking place in the morning as opposed to the afternoon or evening. When trying to establish a rapport with young learners the teacher should be very cheerful and energetic, but also use simple to understand, clear and concise language. The teacher should begin by introducing and speaking about themselves for a bit and writing their name on the board in a large print with a color that is not difficult to see but can grab attention. They could then go around the room and ask each student what their name is and maybe ask each student what they are looking forward to learning about in class. If it is the first class of the course then the teacher should spend the whole class time getting to know the students rather than teaching a lesson. The teacher might play a “pass the ball” game or even do a small craft with the children to get them interested and involved in participating with each other. If the class size is small then the teacher can spend some more individual time with each student. At the beginning of a class period later on in the course students may loose motivation or be less excited about learning after the newness of the course wears off. A teacher will need to continuously make learning new things fun and interesting. A simple, themed word search or quick game of Pictionary will often be helpful in this area. Establishing a rapport with adult learners will be a bit different. The teacher should begin the same way they would with a class of young learners, by introducing themselves and writing their name on the board. The teacher should then ask each student in the class what their name is and instead of asking them what they are looking forward to learning during the course the teacher might ask why the student has decided to take the course. A student who is taking the course for personal enrichment will likely have different end goals than a student who is taking the course to get a study or new job in an English speaking county or get a promotion at work. Making simple, easy to understand conversation like this with the students will not only help to establish a rapport but it will also help the teacher to gauge the needs of each particular student. The teacher should refrain from using the course book during the first class period with adult learners as well. Because adult courses are more likely than youth classes to be held in the evening the teacher might have to spend more time motivating the students later in the course because they may likely be tired from working during the daytime. With both youth and adult learners a teacher may establish a rapport by occasionally showing an appropriate, relevant film in the English language. Showing films is a good way to give students a break from the typical classroom routine of assignments and book work while also being a mode of education. Students of all ages often enjoy films, and music as well. Outdoor activities such as a class walk to the park or local museum while using English language skills learned in class may also be beneficial, if it is allowed by the learning institution’s rules. In conclusion, establishing a good rapport with one’s students is one of the most important parts of being a teacher. Not only will it add to the smooth running of a class, but it will also allow the students to have wonderful memories of their time spent in class with that particular teacher.