{"id":318,"date":"2017-02-13T14:23:59","date_gmt":"2017-02-13T21:23:59","guid":{"rendered":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/?p=318"},"modified":"2017-02-13T14:23:59","modified_gmt":"2017-02-13T21:23:59","slug":"the-instructor-student-relationship","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/2017\/02\/13\/the-instructor-student-relationship\/","title":{"rendered":"The Instructor-Student Relationship"},"content":{"rendered":"

The majority of students indicated that feeling connected to the instructor is important to their wellbeing. One student mentioned that <\/span>\u201cjust [having] that personal connection or like to actually speak to the professor one on one promotes my wellbeing more\u201d<\/span><\/i> (Science student). <\/span>In addition to creating a sense of belonging, having a personal connection with the instructor supports student wellbeing in other ways. Feeling connected to the instructor enhances student\u2019s perception that the instructor cares about student learning and wellbeing. This may enhance student motivation to succeed in the class, and increase the likelihood that students will seek additional support when required. Being friendly will help to foster the instructor-student relationship. <\/span><\/p>\n

Students have identified a number of ways that instructors may foster student-instructor relationships in the classroom. <\/span>As one student indicated, <\/span>\u201cIt’s fine if [instructors] have office hours\/email availability, but if they aren’t approachable, it makes it harder to use these resources.\u201d<\/span><\/i> (Student, 2016 UES). <\/span>Learning and using student names seems to be a particularly powerful way of fostering a connection with the students as well. Addressing students by name <\/span>\u201c\u2026shows that [the professor] is invested in the class and the students [because] they\u2019re actually willing to make a connection\u201d <\/span><\/i>(Arts student). Using student\u2019s names also makes it easier for the instructors to start conversations in the classroom, which in turn makes the class more interesting and enjoyable for the students. Participants recognized that small class sizes make it easier for instructors to learn student names. However, it appears that even when large class sizes preclude instructors from learning the names of all students, the effort to do so is noticed and appreciated.<\/span><\/p>\n

From both our surveys and in the focus groups, students indicated that it is easier to feel connected to their instructor when the instructor is friendly and approachable. These traits also make it easier for the instructor to support the whole student and for the instructor to foster a safe classroom environment. <\/span><\/p>\n

Here are some Teaching Practices that Promote Instructor-Student relationship<\/b><\/p>\n