Building rapport with students is one of the most important skills you’ll develop during your CELTA teaching practice. A positive classroom atmosphere helps students feel comfortable, engaged, and motivated to learn—while also easing your own nerves as a trainee teacher. Here are 18 practical strategies to build rapport, grouped under five key categories.
Build rapport through smiles and
showing excitement
1. Smile naturally when greeting students
Each morning, CELTA trainee Rina greeted her students at the door with a warm smile and a cheerful “Good morning!” She made brief eye contact and nodded at each one as they walked in.
Why it works: This small act immediately created a welcoming atmosphere. Students felt noticed and respected. Starting with a natural, friendly smile lowered anxiety and signaled that the classroom was a safe and positive space. Students are more likely to engage when they feel the teacher genuinely enjoys being there.
2. Reframe nerves as excitement to project positive energy
Trainee teacher Marco opened his class with, “I’ve been looking forward to this lesson—I’ve prepared some fun activities for you!” Although he felt nervous, he chose to emphasize his excitement.
Why it works: By framing nervous energy as enthusiasm, Marco created a positive emotional tone from the start. Students were more eager to engage because they sensed that he was genuinely interested in teaching and in them. Excitement is contagious—and it builds rapport when students feel like the teacher is happy to be there.
3. Smile with your voice—especially useful in online classes
In an online CELTA teaching session, trainee James knew the camera couldn’t fully capture his expressions. So, he intentionally varied his tone, laughing lightly when appropriate and speaking with a warm, upbeat voice: “That’s a really great answer, Sofia—nice job!”
Why it works: Smiling through your voice helps communicate warmth even when facial expressions are limited or unclear. Especially in virtual or large classrooms, it conveys enthusiasm and friendliness, helping students feel emotionally connected despite the physical distance.
Build rapport by showing interest in students
4. Make learning names a priority using tags or seating charts
On her first day, CELTA trainee Noor handed out name cards and created a quick seating chart. During group activities, she walked around and quietly repeated names to herself to reinforce memory.
Why it works: Using names early in the course shows respect and attentiveness. It tells students: “You matter. I see you.” This simple gesture makes learners feel acknowledged as individuals, which increases their willingness to participate and engage.
5. Use names naturally in praise and questions for lasting rapport
During feedback, trainee teacher Omar said, “That was a great example of past simple, Fatima—nice work!” Later, he asked, “Ali, what would you add to that?”
Why it works: Using names in context shows that you’re engaged with each student individually, not just addressing the group. It helps build a sense of connection and accountability, and students become more responsive when they feel seen and heard.
6. Double-check pronunciation and show effort
Trainee Zoya asked a student, “Did I say your name right? Is it Ree-na or Ray-na?” The student smiled and helped her get it right. Zoya repeated the correct version to show she’d learned it.
Why it works: Correct pronunciation signals inclusivity and cultural sensitivity. Students feel valued when their identity is acknowledged and respected. Making an effort—even when you get it wrong at first—fosters mutual goodwill and trust.
Build rapport by giving meaningful praise
7. Be specific with praise—mention what was done well
After a student completed a speaking task, trainee teacher Priya said, “I really liked how you used the phrase ‘on the other hand’ to contrast your ideas—well done!”
Why it works: Specific praise makes feedback meaningful and memorable. It shows that the teacher is paying attention to individual progress, which boosts students’ confidence and motivation. Learners feel that their effort is genuinely noticed and appreciated.
8. Build rapport by acknowledging effort—not just correct answers
During a vocabulary activity, a student gave a partially correct answer. Instead of correcting immediately, CELTA trainee Dan said, “Great effort, Luis! You’re close—let’s look at it together.”
Why it works: Acknowledging effort creates a supportive learning environment where students feel safe to try. This encourages risk-taking, which is essential for language development. When students know they won’t be penalized for trying, they feel respected and encouraged.
9. Praise participation from quieter students
When a shy student finally raised her hand, trainee teacher Emma said with a smile, “Thank you for sharing, Ayesha—that was a thoughtful answer!”
Why it works: Recognizing quieter voices makes the classroom feel inclusive. It helps build trust and confidence in more reserved learners, signaling that their contributions are just as valuable. This builds a class culture where every student feels seen and heard.
10. Reinforce positive group behaviour
After a productive group task, CELTA trainee Ben told the class, “I really liked how you helped each other and shared ideas—that’s great teamwork!”
Why it works: Praising group behaviour reinforces collaboration and community. It shifts the focus from individual achievement to collective success, creating a sense of belonging in the classroom. Students start to associate learning with positive social interaction, which boosts engagement.
Build rapport through active listening and interaction
11. Building rapport through nods and use of short responses
While a student was explaining her opinion in a speaking task, CELTA trainee Noah maintained eye contact and nodded, occasionally saying, “Mm-hmm,” and “I see.”
Why it works: These small cues show you’re genuinely listening. It makes students feel that their voice matters, building a sense of mutual respect. Active listening invites students to open up and engage more deeply, strengthening your connection with them.
12. Echo students’ answers
A student answered, “I go to school by bus.” Trainee teacher Sophie smiled and said, “By bus—great!” before writing it on the board.
Why it works: Echoing reinforces students’ input and shows that their contribution is worthy of repetition and modeling. It validates their language use and makes them feel heard and supported, which encourages further participation.
13. Ask follow-up questions
After a student shared that he enjoyed football, trainee Lila asked, “Oh, what team do you support?” Then she related the next grammar example to football vocabulary.
Why it works: Follow-up questions show that you’re not just listening to check a box—you’re interested in them as individuals. It builds personal connection, making students more likely to engage and invest in the lesson content.
14. Allow time for students to finish speaking
During a storytelling activity, a student struggled with a sentence. Instead of jumping in, CELTA trainee Rahul waited patiently, offering encouraging gestures until the student finished. Then he gently reformulated the sentence afterward.
Why it works: Giving students time and space to express themselves sends a message: “I respect your voice.” It reduces pressure and builds learner confidence. Holding back correction in the moment creates a safe space for learning, where students feel supported, not scrutinized.
Build rapport through effective eye contact
15. Make eye contact with all students—not just the confident ones.
During open-class feedback, CELTA trainee Anita made a conscious effort to scan the room and briefly make eye contact with each student—not just the ones who were speaking or smiling.
Why it works: Equal eye contact signals inclusion and fairness. It helps less confident students feel acknowledged, not overlooked, and increases their comfort level. It also shows you are fully present and interested in the whole class—not just a few “favourites.”
16. Hold eye contact for 2–3 seconds—long enough to connect.
While asking questions, trainee Mike held gentle eye contact with individual students for a couple of seconds before moving on, instead of quickly glancing or staring too long.
Why it works: The right duration of eye contact creates a feeling of personal connection without being intrusive. It shows confidence and sincerity and helps learners feel like their interaction with you matters, enhancing trust.
17. Combine eye contact with nods or facial expressions
Trainee Sofia made warm eye contact and nodded encouragingly while students brainstormed in pairs, occasionally raising her eyebrows in excitement or giving a soft smile.
Why it works: When combined with positive facial expressions, eye contact becomes a non-verbal support system. It reassures students, boosts confidence, and makes them feel emotionally connected to the teacher, especially in moments of doubt or effort.
18. Use eye contact when listening—don’t multitask
While a student was explaining his answer, trainee Ayush stopped writing on the board and turned to face the student fully, maintaining eye contact to show he was listening.
Why it works: Students can tell when you’re truly present. Looking at them while they speak demonstrates respect, attention, and care, building emotional trust. It encourages more authentic, thoughtful participation and sends the message that their ideas matter.
Rapport isn’t built overnight, but by consistently applying these strategies, you create a classroom where students feel safe, supported, and inspired to learn. CELTA is just the beginning of your teaching journey, and strong rapport is the foundation on which all great lessons are built.
Leave a Reply