e contact, and this may contribute as much to the growth of the individual relationships as your permanent association of face and name. Note on the card other information about each student if needed, but concentrate on looking directly at the students » faces, forming a visual image of each face while silently saving the matching first name over and over. Then go on to the next card, and so forth. Another way to develop rapport with students is to come to class five to ten minutes early, especially before the initial class meetings. This conditions students to expect to start on time and also provides opportunities to chat informally with them before class or for them to approach you about their concerns. Students will take your interest in being accessible to them for questions or discussions more seriously in your home telephone number is listed on the course syllabus and you encourage them to call you in the evening and on weekends («But never after 10.30 at night! »). Few students will call, but all will view the invitation as a serious indication of your commitment to communicate with them.Feedback from Students. Giving students many opportunities to communicate and listening carefully to them can be valuable for a number of reasons [1, p.67]. Interpersonal relationships require a dialogue, a two-way communication, so any teaching method that encourages students to communicate will help to form personal bonds. One effective method of encouraging student communication is to begin the third week of class by handing out index cards and asking students to ask a question about you or the content or make a personal comment - anything they want to say about you, the course, or the subject. Stress that they are free to question or comment anonymously but that you will write a personal reply if they sign their names.Classroom Leadership Some instructors believe that being liked by students and being firmly in charge are mutually exclusive - that students do - not like teachers who control them, assign them challenging work, and evaluate it rigorously. Not only is it possible for college teachers to demand a great deal from students and still have positive interpersonal relationships with them, it is necessary for students to view teachers as being in control for the students to be 1978. The key here is the choice of methods. As we shall see, indirect methods are almost always superior to direct or autocratic ones.methods are ideal for such individualization. The key to using indirect methods is to select words carefully when attempting to control students, suggesting and implying rather than ordering or directing openly. Indirect control is similar to the covert control exercised by hypnotist or Zen master in that a college teacher lays verbal traps mat control students « choices of behavior while giving the illusion of personal freedom [2]. This sort of control is advantageous because it leads students to take responsibility for their own behavior - become controlled from within - rather than expecting others to exercise control, responsibility for their own behavior - become controlled from within - rather than expecting others to exercise control. How is indirect control accomplished? In Chapter Two the example of the complex messages an instructor can give when announcing a term paper illustrated the importance of the way an assignment is presented. When announcing a course assignment, college teachers emphasiz...
