e the formal dimension of their relationship with students when they say «I require,» «I expect,» or «You will probably want» emphasizes the instructor as person rather than as authority ». Using these words implies that the students will choose to do something because it is what they, or someone they like, wants rather than because they have been coerced. Word choice may seem trivial, but research in human communication has demonstrated that subtleties of language strongly influence the leaderships that develop in a group over time, chiefly how much persons with less power resent those in charge [5]. College teachers who use more egalitarian language promote independence among students and are at least as likely to have assignments completed as those who are more authoritarian. Giving students choices whenever possible also increases their feeling of freedom in the classroom. This does not mean taking the first few class meetings to formulate course objectives or agree on assignments in order to enhance the group «s ownership of the course. It means giving students choices about a few decisions of much smaller consequence, such as whether to have an exam on a Monday or a Friday or whether to schedule a film during class or in the evening. Giving students choices between options that are consistent with the instructor »s objectives and the available time tells them that their preferences are recognized and will be considered whenever possible; thus, interpersonal rapport is important and at the same time the fact that the instructor exempts important decisions about requirements from a class vote communicates to students that he or she is firmly in charge. Treating Students Individually There are certain students with whom instructors should make a special effort to establish positive interpersonal relationships. The following suggestions about ways to do this should not be taken as sure formulas for achieving rapport and optimal motivation. Rather, they are illustrations of techniques that a college teacher can use to individualize his or her approach to certain students. Such individualization, far from being unfair or producing negative effects by «unequal» treatment, helps all students work up to their academic potential in a course. «s Student Types. The student categories described below are based on Mann »s research [4] and expanded by my own informal observations. Though some of Mann «s labels (« hero »or« sniper, »for example) may seem disparaging, they are retained and used here because they are easily remembered and aptly capture the key emotional concerns of each group. No lack of respect toward any students is intended. The typical compliant student is notably teacher dependent, conventional, and highly task oriented. Unlike other types, these students are comfortable with being dependent and are content simply to learn what the instructor wants them to know. Complaints speak in class most often to agree with the instructor or ask for clarification. They rarely pose problems or question the teacher »s control. They are in class simply to understand the material. They often prefer lecture to discussion classes. Because they always do what is asked, compliant students usually do moderately well on exams, but they are unlikely to show much independence or creativity. As might be expected, the percentage of compliants (10 per cent in Mann «s sample) is greater among freshmen and steadily decreases wit...
