Category: building rapport with students

Supporting Students Through Feedback: Approaches for Faculty – Faculty Focus

Student success and socio-emotional well-being, including coping and adjusting to college life (particularly during their first year) continue to be pervasive issues (van der Zanden et al., 2018; Welle & Graf, 2011). Social support received from a variety of sources (including faculty) are linked to better physical and emotional well-being and academic performance (Hartung et al., 2015; Mattanah et al., 2012; Micari & Pazos, 2012; van der Zanden et al., 2018; Walton et al. 2015). In particular, building rapport and relationships with faculty, and even informal interactions with faculty have all been found to contribute to various positive outcomes including greater student engagement, achievement, motivation, and socio-emotional functioning (Decker et al., 2007; Halawah 2006; Pascarella & Terenzini 2005; Thompson, 2001; van der Zanden et al., 2018; Woodside et al., 1999).

Supporting students is important for their success and this task is not a singular activity completed by a single person. There are various people in positions at the institution which contribute to supporting students and their ultimate success, including but not limited to, faculty, student advisors, student support services (writing center, library, accommodation office, etc.), department administrators, etc. One avenue within the faculty role that is important to highlight is our everyday communications, interactions with, and feedback to students.

Our focus here is on student feedback and how that can contribute to their success, broadly defined, which includes both meeting academic milestones, and mental health and well-being. We use the term feedback here to refer, quite broadly, to a number of linguistic interactions with students which might be verbal or written, delivered synchronously or asynchronously. Because, when we really consider all of our interactions with students, many of them are feedback-like without being tied to an assessment or improving their work (i.e., providing them with a way to gauge how they’re doing in this role of student which they fulfil on our campuses). For example, we may provide advice on study strategies or balancing their out-of-class obligations with their studies, or other advising conversations which could be included under the umbrella term of feedback. Similarly, faculty feedback can serve as intervention strategies to adjust student behaviors if they are struggling with their course work and/or the overall transition process.

Applications

Foster Early Communication and Connection

Starting the semester with a sense of community, building rapport between students and instructor as well as among students is important. One way to build this is to encourage students to post an introduction on the learning management system (LMS) with a photo and a “hidden fact” (e.g., they have an interesting family situation such as many siblings, an identical twin, etc., they work in a unique place, their hometown is far away, etc.). In response to these posts, I always ask a genuinely curious question (“What breed of dog is that?” or “Do you still play/have you always played that position in hockey?”). The purpose of these follow-up questions is twofold. First, genuine curiosity conveys interest and can foster open communication in building individual relationships with students. Second, that feedback on their introduction can also serve to highlight areas of the introduction where students could have been clearer and might improve future writing skills without seeming overtly critical.

Reimagine Office Hours

Another early-semester intervention relates to office hours. Attending office hours is beneficial to students and helps them connect with their professor. We can “force” students to attend (required for credit or bonus point or only strongly encouraged) by framing it as a get-to-know-you opportunity. I had a colleague who called it “Tea with Me” and, although it was not required (nor did it involve tea), students enjoyed engaging with their instructor in this informal manner (the optional nature of the activity was also intentionally not made explicit when students were sent a link to register for “tea” time during the first two weeks of the semester).

Additionally, “office hours” is not really the most inviting or descriptive label for this valuable time where faculty are available for students, so these can be re-named to be more explicit about what the purpose of office hours are or to make them more inviting to students. A quick request to your favorite generative AI tool might propose new names such as Brain Breaks & Beverages; Curiosity Café; Study & Support Session; Curiosity Hour; Prof Pop-Ins; Connect & Reflect; Recharge & Reach Out; Growth Hour, along with many clever personalized alliterations.

As a bonus tip, students don’t always know where our offices are, so offering a bonus point for taking a selfie at our office door may also encourage them to find it and possibly stop by while we’re there. Anecdotally, some first-generation students, who were unfamiliar with academic culture, mistakenly assumed “office hours” were designated times that the faculty member was not available, as these hours were set aside for specific tasks, such as research or grading. Emphasizing that these hours are “open door” policy for students may clarify the purpose of these designated times and encourage them to use these hours for their benefit.

Use Feedback to Build Rapport

When grading assignments and providing students with the traditional content-related feedback about their mastery and performance, you can also use this opportunity for feedback to build rapport with students. For example, you might include information they previously shared with you in person (about their dog, their work, their future aspirations, etc.) in your text where you can, even if it takes the form of an emoji (e.g., a dog to accompany the grading rubric or overall general comment). Using emojis in our feedback may also help make us instructors seem more relatable and approachable to students and make the positive feedback we provide seem less formal.

Maintain Regular Communication

Regular communication/touch points can play an important part in supporting students, such as personalized LMS announcements (using replace strings to personalize students’ names) or emails about class attendance or performance. As Chapman and Kennette (2021) point out, regular positive communication, for both struggling students as well as those who are successful, is important. Some of this work can be automated (e.g., using intelligent agents in the Brightspace LMS), individual (sending each student a personalized email at certain points in the semester), or semi-automated with batch emails sent to students based on some performance measure (e.g., midterm emails for low-performing, acceptable performance, and good-performing students). If using batch emails, remember to BCC students for privacy.

Conclusion

Building additional touchpoints with students can help them to succeed academically as well as support their mental health and wellness. Faculty are encouraged to consider implementing some of the examples above to build additional support for students by way of their interactions and feedback as a method of community building and supporting a culture of collaborative learning.

Lynne N. Kennette is a professor of psychology at Durham College (Oshawa, Ontario). She earned her Ph.D. in cognitive psychology from Wayne State University (Detroit, MI) and has varied research interests including bilingual language representation, memory, supporting student learning, and numerous other topics related to teaching and learning (SoTL).

Phoebe S. Jen Lin obtained her PhD in social psychology from Wayne State University in Detroit, Michigan. She has conducted research on prejudice and stereotyping, attitude-behavior consistency, and role model influence. Her current scholarly interests are in anti-racism in higher education and inclusive teaching practices. She is currently a professor at Framingham State University.

References

Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology, 45(1), 83-109. https://doi.org/10.1016/j.jsp.2006.09.004

Halawah, I. (2006). The impact of student-faculty informal interpersonal relationships on intellectual and personal development. College Student Journal, 40(3), 670–78.

Hartung, F.-M., Sproesser, G., & Renner, B. (2015). Being and feeling liked by others: How social inclusion impacts health. Psychology & Health, 30(9), 1103-1115. https://doi.org/10.1080/08870446.2015.1031134

Kennette, L. N., & Chapman, M. (2021). Providing positive student feedback in an online environment. Academic Letters, Article 203. https://doi.org/10.20935/AL203

Mattanah, J. F., Brooks, L. J., Brand, B. L., Quimby, J. L., & Ayers, J. F. (2012). A social support intervention and academic achievement in college: Does perceived loneliness mediate the relationship? Journal of College Counseling, 15(1), 22-36. https://doi.org/10.1002/j.2161-1882.2012.00003.x

Micari, M., & Pazos, P. (2012). Connecting to the professor: Impact of the student-faculty relationship in a highly challenging course. College Teaching, 60(2), 41-47. https://doi.org/10.1080/87567555.2011.627576

Pascarella, E. T. & Terenzini, P. T. (2005). How college affects students. Jossey-Bass.

Thompson, M. D. (2001). Informal student-faculty interaction: Its relationship to educational gains in science and mathematics among community college students. Community College Review, 29(1), 35-57. https://doi.org/10.1177/009155210102900103

Woodside, B. M., Wong, E. H., & Wiest, D. J. (1999). The effect of student-faculty interaction on college students’ academic achievement and self concept. Education, 119(4), 730-730.

van der Zanden, P. J. A. C., Denessen, E., Cillessen, A. H. N., & Meijer, P. C. (2018). Domains and predictors of first-year student success: A systematic literature review. Educational Research Review, 23, 57-77. https://doi.org/10.1016/j.edurev.2018.01.001

Walton, G. M., Logel, C., Peach, J. M., Spencer, S. J., & Zanna, M. P. (2015). Two brief interventions to mitigate a ”chilly climate” transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107(2), 468-485. https://doi.org/10.1037/a0037461

Welle, P. D., & Graf, H. M. (2011). Effective lifestyle habits and coping strategies for stress tolerance among college students. American Journal of Health Education, 42(2), 96-105. https://doi.org/10.1080/19325037.2011.10599177

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January 14, 2026
“Say My Name, Say My Name”: Why Learning Names Improves Student Success – Faculty Focus

“Yes, Iris,” my Chicana/o Studies Professor spouted as he acknowledged my raised hand for a comment about the reading. “He knows my name?” I thought distractedly as I tried to refocus on the thought I had wanted to share. Attending a university with over 20,000 students, and class sizes often ranging from 200 to 600 students, I wasn’t used to my professors knowing me by name. I wasn’t used to my professor even knowing I existed aside from a percentage in a gradebook. I sat up a little taller in class, became more attentive, and sought to improve my writing skills over the quarter. Could the simple act of an educator knowing their student’s name change the trajectory of the student’s learning and perhaps their overall perception of the course? Research suggests yes.

In a study conducted by Cooper et al. (2017), 85.4% of the students surveyed stated that it was important for their instructors to know their names. When asked why this was important, the most common replies centered on feeling valued. The results also indicated that students whose names were known were more likely to seek help from the instructor and that they felt more invested in the course. What this tells us is that by using a student’s name, we are validating their existence and contribution to the class, and in turn, they feel more invested and motivated to do well or to seek help.

Now that we know learning students’ names is a simple yet powerful tool for building rapport and improving learning outcomes, how exactly do we remember all their names?

1. Name Tents

Yes, those little folded pieces of cardstock with a person’s name written on them. These can be your golden ticket to calling a student by name and, hopefully, in the process, eventually committing it to memory. Interestingly enough, some research suggests that a percentage of students with name tents perceive that their name is known by the teacher when in fact, it is not. Ergo, simply calling on a student by name using their name tent as an aid can improve the student’s perception of how much a teacher cares (Cooper et al., 2017). So, ask your students to bust out those markers and glitter and get creative.

2. Self-Quizzing

When we discuss evidence-based practices that enhance the learning and retention of materials taught, we inevitably emphasize the importance of self-quizzing. Well, now is your time to put all that teaching into practice. Most schools will have a student photo associated with the student on their learning platform. Use this as a tool to quiz yourself by covering up the student’s name when looking at their photo and trying to guess their name. Practice, practice, practice.

3. Chunking

If your students sit in rows, use the time before class or during breaks to go through one row of students’ names. Do this each class time. Breaking up the number of names you need to commit to memory into chunks of 7-9 students increases your likelihood of storing that information as short-term memory with the hopes that it transfers to long-term memory (“How Memory Works,” n.d.).

4. Get Creative

Create an assignment at the beginning of the course where students upload creative content about their name to their learning platform. This can take the form of visual art, video, audio, or writing, allowing them to express their name and, if they choose, share its meaning or a personal story related to it. Make this content available to their fellow students as well by posting it to a forum or discussion board, as this can be a helpful tool for students to learn their classmates’ names.

Conclusion

While there are many methods for improving student engagement and building rapport, learning students’ names is a great way to start. Some practical tools for learning names can simplify this process and reduce the cognitive load on faculty. The results are typically mutually beneficial, with students feeling appreciated and thereby contributing more, and faculty gaining insight into students’ perspectives and having “buy-in” of course content and assignments.

Iris Villanueva, DMSc, PA-C, is a Professor for the Physician Assistant (PA) Program at the University of the Pacific and a practicing PA. She is passionate about providing holistic and compassionate patient care while also equipping the next generation of PAs with the knowledge and skills they need to thrive. Her current research focuses on understanding how physician assistant students perceive burnout and on developing strategies that promote student wellness.

Dr. Julia VanderMolen is a Professor for the Public Health program at Grand Valley State University and a Visiting Assistant Clinical Professor with the University of the Pacific, School of Health Sciences. Her research examines the benefits of assistive technology for individuals with disabilities in public health. She serves as a board member of the Disability Advocates of Kent County and is an active member of the Disability Section of the American Public Health Association (APHA). Her current research focuses on exploring the health and medical services available to individuals with intellectual and developmental disabilities.

References

Cooper, K., Haney, B., Krieg, A., & Brownell, S.E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE life sciences education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265

Derek Bok Center, Harvard University (n.d.). How Memory Works. https://bokcenter.harvard.edu/how-memory-works (Access the article here: https://www.scribd.com/document/700827279/how-memory-works)

Source link

January 9, 2026
“Say My Name, Say My Name”: Why Learning Names Improves Student Success – Faculty Focus

“Yes, Iris,” my Chicana/o Studies Professor spouted as he acknowledged my raised hand for a comment about the reading. “He knows my name?” I thought distractedly as I tried to refocus on the thought I had wanted to share. Attending a university with over 20,000 students, and class sizes often ranging from 200 to 600 students, I wasn’t used to my professors knowing me by name. I wasn’t used to my professor even knowing I existed aside from a percentage in a gradebook. I sat up a little taller in class, became more attentive, and sought to improve my writing skills over the quarter. Could the simple act of an educator knowing their student’s name change the trajectory of the student’s learning and perhaps their overall perception of the course? Research suggests yes.

In a study conducted by Cooper et al. (2017), 85.4% of the students surveyed stated that it was important for their instructors to know their names. When asked why this was important, the most common replies centered on feeling valued. The results also indicated that students whose names were known were more likely to seek help from the instructor and that they felt more invested in the course. What this tells us is that by using a student’s name, we are validating their existence and contribution to the class, and in turn, they feel more invested and motivated to do well or to seek help.

Now that we know learning students’ names is a simple yet powerful tool for building rapport and improving learning outcomes, how exactly do we remember all their names?

1. Name Tents

Yes, those little folded pieces of cardstock with a person’s name written on them. These can be your golden ticket to calling a student by name and, hopefully, in the process, eventually committing it to memory. Interestingly enough, some research suggests that a percentage of students with name tents perceive that their name is known by the teacher when in fact, it is not. Ergo, simply calling on a student by name using their name tent as an aid can improve the student’s perception of how much a teacher cares (Cooper et al., 2017). So, ask your students to bust out those markers and glitter and get creative.

2. Self-Quizzing

When we discuss evidence-based practices that enhance the learning and retention of materials taught, we inevitably emphasize the importance of self-quizzing. Well, now is your time to put all that teaching into practice. Most schools will have a student photo associated with the student on their learning platform. Use this as a tool to quiz yourself by covering up the student’s name when looking at their photo and trying to guess their name. Practice, practice, practice.

3. Chunking

If your students sit in rows, use the time before class or during breaks to go through one row of students’ names. Do this each class time. Breaking up the number of names you need to commit to memory into chunks of 7-9 students increases your likelihood of storing that information as short-term memory with the hopes that it transfers to long-term memory (“How Memory Works,” n.d.).

4. Get Creative

Create an assignment at the beginning of the course where students upload creative content about their name to their learning platform. This can take the form of visual art, video, audio, or writing, allowing them to express their name and, if they choose, share its meaning or a personal story related to it. Make this content available to their fellow students as well by posting it to a forum or discussion board, as this can be a helpful tool for students to learn their classmates’ names.

Conclusion

While there are many methods for improving student engagement and building rapport, learning students’ names is a great way to start. Some practical tools for learning names can simplify this process and reduce the cognitive load on faculty. The results are typically mutually beneficial, with students feeling appreciated and thereby contributing more, and faculty gaining insight into students’ perspectives and having “buy-in” of course content and assignments.

Iris Villanueva, DMSc, PA-C, is a Professor for the Physician Assistant (PA) Program at the University of the Pacific and a practicing PA. She is passionate about providing holistic and compassionate patient care while also equipping the next generation of PAs with the knowledge and skills they need to thrive. Her current research focuses on understanding how physician assistant students perceive burnout and on developing strategies that promote student wellness.

Dr. Julia VanderMolen is a Professor for the Public Health program at Grand Valley State University and a Visiting Assistant Clinical Professor with the University of the Pacific, School of Health Sciences. Her research examines the benefits of assistive technology for individuals with disabilities in public health. She serves as a board member of the Disability Advocates of Kent County and is an active member of the Disability Section of the American Public Health Association (APHA). Her current research focuses on exploring the health and medical services available to individuals with intellectual and developmental disabilities.

References

Cooper, K., Haney, B., Krieg, A., & Brownell, S.E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE life sciences education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265

Derek Bok Center, Harvard University (n.d.). How Memory Works. https://bokcenter.harvard.edu/how-memory-works (Access the article here: https://www.scribd.com/document/700827279/how-memory-works)

Source link

January 9, 2026
How Building Rapport Helped My Students Take Risks – Faculty Focus
One of my quietest students once came up to me after class and said, “I’ve never felt comfortable speaking in English before this course.” That single sentence reminded me that what we build in the classroom goes far beyond lectures or grading. It’s the atmosphere we create that allows learning to happen. For this student, the turning point wasn’t grammar drills or vocabulary tests. It was trust.

As educators, we often focus on the what and how of teaching. But who the student in front of us matters just as much. In my experience, building genuine rapport is one of the most overlooked yet powerful strategies for helping students feel safe enough to participate, take risks, and grow.

What Rapport Really Means

Rapport is not about being the “fun” professor or trying to be everyone’s favorite. It’s about creating a space where students feel respected, seen, and supported not just academically, but as people.

In my classrooms, especially with my work with adult ESL learners in Kuwait, rapport means:
- Greeting students by name and with warmth
- Encouraging participation without pressure
- Acknowledging their challenges as second-language users
- Listening actively to their concerns and ideas
When students feel this kind of connection, they are far more willing to ask questions, attempt difficult tasks, and take ownership of their learning.

How I Build Rapport (and How You Can Too)

Here are five practical habits I’ve developed that have made a noticeable difference in student engagement and classroom climate.

1. Be Present Beyond the Podium

I make time before and after class for informal conversations, even brief ones. A simple, “How’s your week going?” can open doors. Students need to know we are not just grading machines. We are humans too.

2. Learn Names Quickly

It seems like a small detail, but using students’ names early in the semester changes everything. When I call on “Fatima” instead of “you in the third row,” I signal that her presence matters.

3. Use Encouragement Thoughtfully

When a student takes a risk, especially with speaking, I make sure to acknowledge the effort. Saying, “That was a great attempt,” helps build confidence and normalizes the learning process.

4. Normalize Mistakes

Learning is full of errors. I often point out my own slips and laugh with the class. This sets the tone that mistakes are part of the process, not something to fear.

5. Ask for Feedback and Act on It

I regularly ask students what’s helping and what’s not. If I change something based on their feedback, I let them know. This builds trust and shows them that their voices shape the learning experience too.

A Moment I’ll Never Forget

I remember one student, Yousef, who barely spoke during the first few weeks of class. He sat near the back, avoided eye contact, and never volunteered. I made a point to greet him by name each class, ask simple follow-up questions, and check in privately after group work. Slowly, he started opening up. First, he answered yes-no questions. Then, short phrases. By the end of the semester, he stood up and gave a short presentation in English. It wasn’t perfect, but it was powerful. Afterward, he told me, “You made me feel like I could do it.” That comment stays with me to this day.

How Rapport Transforms Feedback

One area where rapport makes a real difference is in how students receive feedback. Constructive feedback is essential for improvement, but it only works if students feel it comes from a place of support.

Once, I had to correct a student’s repeated grammatical mistake. It could have felt embarrassing, but because we had already built trust, she laughed and said, “I knew you would catch that.” She didn’t feel attacked. She knew the correction was about helping her grow.

This kind of response isn’t automatic. It comes from creating a consistent environment where feedback is expected, respected, and grounded in care.

The Ripple Effect of Strong Rapport

The impact of strong rapport is not limited to one assignment or one semester. I have seen students who once hesitated to speak now take initiative in group discussions, volunteer for peer mentoring, or continue English practice long after the course ends.

Rapport also builds community. When students see the teacher modeling kindness, encouragement, and open communication, they begin to do the same with each other. This shifts the classroom from a silent space to one that is collaborative and supportive.

What You Can Try This Week

If you’re looking to build rapport in your own classroom, here are three simple practices you can try immediately:
- Learn and use student names within the first two weeks. Use name tents if needed. If you’re at mid-semester, consistent use of student names shows you care and value their presence which helps strengthen classroom connections.
- Ask for anonymous feedback midway through the term. Just two questions: “What’s helping you learn?” and “What would you change?”
- Set aside two minutes at the end of class to praise a risk taken, a great question asked, or a quiet win. This reinforces the kind of behavior you want to see more of.
These small actions compound over time. They send a clear message to students that they matter and that their growth is the shared goal of the classroom.

Final Thoughts: What They’ll Remember

As educators, we hope students walk away from our courses remembering the material. But what they often remember most is how we made them feel. Did they feel respected? Encouraged? Safe enough to take a risk?

If the answer is yes, then we have done more than teach. We have helped them build confidence, resilience, and the courage to use their voice.

That is the kind of learning that stays with them long after the final exam.

Fahad Ameen is a PhD researcher in Applied Linguistics at the University of Nottingham and an English language instructor at Kuwait University’s College of Education. His work focuses on student motivation, gamified learning, and building meaningful teacher–student relationships in Arab ESL contexts.
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November 10, 2025
How Building Rapport Helped My Students Take Risks – Faculty Focus
One of my quietest students once came up to me after class and said, “I’ve never felt comfortable speaking in English before this course.” That single sentence reminded me that what we build in the classroom goes far beyond lectures or grading. It’s the atmosphere we create that allows learning to happen. For this student, the turning point wasn’t grammar drills or vocabulary tests. It was trust.

As educators, we often focus on the what and how of teaching. But who the student in front of us matters just as much. In my experience, building genuine rapport is one of the most overlooked yet powerful strategies for helping students feel safe enough to participate, take risks, and grow.

What Rapport Really Means

Rapport is not about being the “fun” professor or trying to be everyone’s favorite. It’s about creating a space where students feel respected, seen, and supported not just academically, but as people.

In my classrooms, especially with my work with adult ESL learners in Kuwait, rapport means:
- Greeting students by name and with warmth
- Encouraging participation without pressure
- Acknowledging their challenges as second-language users
- Listening actively to their concerns and ideas
When students feel this kind of connection, they are far more willing to ask questions, attempt difficult tasks, and take ownership of their learning.

How I Build Rapport (and How You Can Too)

Here are five practical habits I’ve developed that have made a noticeable difference in student engagement and classroom climate.

1. Be Present Beyond the Podium

I make time before and after class for informal conversations, even brief ones. A simple, “How’s your week going?” can open doors. Students need to know we are not just grading machines. We are humans too.

2. Learn Names Quickly

It seems like a small detail, but using students’ names early in the semester changes everything. When I call on “Fatima” instead of “you in the third row,” I signal that her presence matters.

3. Use Encouragement Thoughtfully

When a student takes a risk, especially with speaking, I make sure to acknowledge the effort. Saying, “That was a great attempt,” helps build confidence and normalizes the learning process.

4. Normalize Mistakes

Learning is full of errors. I often point out my own slips and laugh with the class. This sets the tone that mistakes are part of the process, not something to fear.

5. Ask for Feedback and Act on It

I regularly ask students what’s helping and what’s not. If I change something based on their feedback, I let them know. This builds trust and shows them that their voices shape the learning experience too.

A Moment I’ll Never Forget

I remember one student, Yousef, who barely spoke during the first few weeks of class. He sat near the back, avoided eye contact, and never volunteered. I made a point to greet him by name each class, ask simple follow-up questions, and check in privately after group work. Slowly, he started opening up. First, he answered yes-no questions. Then, short phrases. By the end of the semester, he stood up and gave a short presentation in English. It wasn’t perfect, but it was powerful. Afterward, he told me, “You made me feel like I could do it.” That comment stays with me to this day.

How Rapport Transforms Feedback

One area where rapport makes a real difference is in how students receive feedback. Constructive feedback is essential for improvement, but it only works if students feel it comes from a place of support.

Once, I had to correct a student’s repeated grammatical mistake. It could have felt embarrassing, but because we had already built trust, she laughed and said, “I knew you would catch that.” She didn’t feel attacked. She knew the correction was about helping her grow.

This kind of response isn’t automatic. It comes from creating a consistent environment where feedback is expected, respected, and grounded in care.

The Ripple Effect of Strong Rapport

The impact of strong rapport is not limited to one assignment or one semester. I have seen students who once hesitated to speak now take initiative in group discussions, volunteer for peer mentoring, or continue English practice long after the course ends.

Rapport also builds community. When students see the teacher modeling kindness, encouragement, and open communication, they begin to do the same with each other. This shifts the classroom from a silent space to one that is collaborative and supportive.

What You Can Try This Week

If you’re looking to build rapport in your own classroom, here are three simple practices you can try immediately:
- Learn and use student names within the first two weeks. Use name tents if needed. If you’re at mid-semester, consistent use of student names shows you care and value their presence which helps strengthen classroom connections.
- Ask for anonymous feedback midway through the term. Just two questions: “What’s helping you learn?” and “What would you change?”
- Set aside two minutes at the end of class to praise a risk taken, a great question asked, or a quiet win. This reinforces the kind of behavior you want to see more of.
These small actions compound over time. They send a clear message to students that they matter and that their growth is the shared goal of the classroom.

Final Thoughts: What They’ll Remember

As educators, we hope students walk away from our courses remembering the material. But what they often remember most is how we made them feel. Did they feel respected? Encouraged? Safe enough to take a risk?

If the answer is yes, then we have done more than teach. We have helped them build confidence, resilience, and the courage to use their voice.

That is the kind of learning that stays with them long after the final exam.

Fahad Ameen is a PhD researcher in Applied Linguistics at the University of Nottingham and an English language instructor at Kuwait University’s College of Education. His work focuses on student motivation, gamified learning, and building meaningful teacher–student relationships in Arab ESL contexts.
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November 10, 2025
“How Are You Doing Today?” A Survey for Starting Each Class – Faculty Focus

This article first appeared in The Teaching Professor on January 22, 2024 © Magna Publications. All rights reserved. Try a FREE three-week trial of The Teaching Professor!

Mental health concerns have emerged as a heightened concern, gaining recognition among faculty members and becoming an integral aspect of academic discussions. This shift in focus has been particularly notable in the wake of the ongoing pandemic, prompting educators to find ways to support student well-being.

In higher education, where intellectual growth and academic achievement often take center stage, the mental well-being of students is a subject too frequently relegated to the periphery. Yet, as students navigate the landscape of university life, it becomes increasingly evident that the mental health of our students is not a sidenote but a fundamental chapter in their journey. The transition from high school to university represents a period of change, often marked by newfound freedoms and responsibilities. But it also brings with it an array of challenges, particularly in the realm of mental health. The stigma surrounding mental health issues and the reluctance to openly discuss them openly exacerbate the situation, leaving many students to silently grapple with their emotional well-being. As educators, we hold a unique position of influence in our students’ lives, one that extends beyond the classroom (Trolian et al., 2022). Thoughtfully harnessed, this influence can become a powerful tool in breaking down the stigma and showing students that their mental health matters.

To this end, I recently decided to start each class period with an anonymous, real-time Mentimeter survey asking, “How are you doing today?” There are two response areas—physical health and mental health—and students respond on a five-point scale with “poor” and “excellent” as the anchors (Figure 1).

Figure 1. Sample physical and mental health survey results

Over time, the survey became a normal part of the routine. The survey would be on the screen while students settled into their seats. I recorded the scores each week and would discuss how the current class compared with the previous class. I would ask students why they thought the scores were lower or higher. On one occasion, the mental health scores were almost a whole point lower than in the previous week. The students shared that there were several evaluations in other courses that were taking a toll on them. That prompted me to modify the plan I had for the class and give students some time to attend to other coursework.

At the halfway point of the term, I shared the results of the survey for the first six weeks in a line graph. I asked the students what they thought about the scores and whether they noticed any patterns or trends. They noted that both physical and mental health scores were lower around midterms. We had a brief chat about strategies they could use in anticipation of or during high-stress moments. Students shared that going for a walk, taking a break, seeing friends, and getting a good night’s sleep might be helpful.

As I continue to use this practice in my classroom, the next phase will be to gather information about the students’ experience. What’s it like for them to pause and reflect on their physical and mental health before class? If the scores are low does that make the class more difficult? While I hope the anonymity of the survey helps students to be truthful with their responses, it’s difficult to assess whether students feel comfortable enough to be vulnerable and rate their physical or mental health as “poor.” Gaining a sense of their experience will likely influence how I move forward with the surveys. One student shared that they were “surprised to see the survey after the first class, I thought it was just some kind of icebreaker, I was like, oh, she actually cares.”

While the administration and logistics of a survey like this are simple, it sends students a profound message: that you genuinely care about their well-being. As educators, we understand that the academic journey can sometimes be isolating, but when students see that their peers share similar struggles, it encourages empathy and mutual support (Park et al., 2020). Moreover, discussing this shared data in class validates their experiences, reinforcing the idea that your classroom is not just a space for academic growth but a community where each student’s well-being is valued.

By integrating questions about both physical and mental health into pre-class surveys, we normalize the conversation around mental well-being—a critical step in reducing the stigma around mental health. In many instances, conversations about physical health are commonplace, while mental health discussions remain unspoken. But posing questions about both stresses an important truth: mental health is an integral part of our overall well-being. It underscores that addressing mental health is not taboo but a legitimate concern. This shift in perspective encourages students to acknowledge and possibly seek help for their mental health, fostering a more compassionate academic environment.

Our role as educators extends beyond the dissemination of knowledge. Students’ satisfaction hinges on more than just our expertise; it’s equally influenced by our ability to create a supportive learning environment (Geier, 2021). This means that every one of us has the power to positively influence academic culture. Implementing strategies like well-being surveys signifies our commitment to holistic student development. It tells students that we are invested in their welfare—personally as well as academically. Together, we can shape an academic landscape where the pursuit of knowledge coexists with the pursuit of well-being, fostering resilient and empowered learners who are prepared to thrive in both their academic pursuits and life beyond the classroom. So, if you’re wondering how you’ll start your next class, consider asking your students, “How are you doing today?”

Danielle Dobney, PhD, is an assistant professor in kinesiology and physical education at the University of Toronto. A certified athletic therapist and registered kinesiologist, she holds graduate degrees in rehabilitation sciences from the University of Toronto and McGill University. Since 2014 she has been an athletic therapist for Canada Basketball and currently works with the senior women’s basketball team.

References

Geier, M. T. (2021). Students’ expectations and students’ satisfaction: The mediating role of excellent teacher behaviors. Teaching of Psychology, 48(1), 9–17. https://doi.org/10.1177/0098628320959923

Park, S. Y., Andalibi, N., Zou, Y., Ambulkar, S., & Huh-Yoo, J. (2020). Understanding students’ mental well-being challenges on a university campus: Interview study. JMIR Formative Research, 4(3), e15962. https://doi.org/10.2196/15962

Trolian, T. L., Archibald, G. C., & Jach, E. A. (2022). Well-being and student–faculty interactions in higher education. Higher Education Research & Development, 41(2), 562–576. https://doi.org/10.1080/07294360.2020.1839023

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January 31, 2025