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Rapport is framed as a foundation for learning that increases the effectiveness of social and emotional learning curricula and interventions. The work highlights concrete routines and interactions, including warm welcomes, transitions, emotion checks, two by 10, and optimistic closures, to strengthen participation and classroom safety.",{"@graph":69,"@context":117},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-behavior-building-classroom-rapport-to-support-social-and-emotional-learning-skills/595182/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-behavior-building-classroom-rapport-to-support-social-and-emotional-learning-skills/595182.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113],{"name":108,"@type":109,"acceptedAnswer":110},"What specific strategies does the article describe for building rapport?","Question",{"text":111,"@type":112},"It describes warm welcomes, transitions, emotion checks, the “two by 10” routine, and optimistic closures as usable interaction strategies.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does rapport relate to social and emotional learning (SEL)?",{"text":116,"@type":112},"The article connects rapport to SEL by positioning relationship-centered work as supportive of SEL relationship skills and broader competencies needed to manage emotions and achieve goals.","https://schema.org",{"og:url":83,"og:type":119,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":121,"canonical":83},"index,follow",{"doc_id":123,"site_id":62},595182,1792080587,{"code":4,"msg":5,"data":126},{"doc_id":123,"user_id":127,"nickname":92,"user_avatar":128,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":129,"file_id":130,"file_url":131,"file_type":132,"file_size":133,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":134,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":67,"update_tm":124,"read_time":138},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Welcome to Our Class! Building Classroom Rapport to Support the Development of Social and Emotional Learning Skills  \nBeyond Behavior  \n2023, Vol. 32(1) 36–44  \n© Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/10742956221145951](DOI: 10.1177/10742956221145951)[ ](DOI: 10.1177/10742956221145951)[journals.sagepub.com/home/bbx](journals.sagepub.com/home/bbx)  \nElizabeth Michael, PhD 1, Pamela Bailey, MA 1, Gregory J. Benner, PhD 1, and Sara Sanders, EdD 1  \nAbstract  \nIn this article, we describe practical, usable ways teachers can build rapport with students, particularly students with and at risk for emotional and behavioral disorders. By establishing rapport, teachers can increase the effectiveness of the social and emotional learning curriculum and interventions delivered. Specifically, the warm welcomes, transitions, emotion checks, two by 10, and optimistic closures strategies are described.  \nKeywords  \nelementary education, emotional development, emotional disturbance, positive behavioral supports, school/classroom management  \nIn an ideal elementary classroom setting, students and teachers have built trust and relationships among one another. Researchers have long cited the importance of interpersonal relationships and positive rapport between teachers and students in the classroom (Frymier & Houser, 2000) . The importance of positive student/teacher relationships is critical when considering the positive impact of student/teacher relationships on retention, motivation, affect, learning, and persistence (Van Loan & Garwood, 2020) . Students can participate with less hesitation and reserva  \ntion. Teachers can focus on instruction over correction.  \nOne hallmark of a master teacher is student/teacher rapport. Rapport is a feeling or perception about a relationship. It is a reliable and valid proxy of interpersonal affect between instructors and students (Frisby & Housley Gaffney, 2015) . Overwhelmingly, researchers indicate that rapport sets the stage for learning by encouraging participation and promoting the feeling of safety among students in the classroom (Frisby & Housley Gaffney, 2015; Svinicki & McKeachie, 2011; Wilson et al., 2010) . Better classroom rapport among the students and teacher relates to better student attitudes as well as increased student motivation and grades (Svinicki & McKeachie, 2011; Wilson et al., 2010) . Building rapport with students has been linked to many benefits including lower anxiety, increased motivation, and increased academic learning (Webb & Barrett, 2014) . In addition, research continues to point to reduction in student problem behavior and improvements in overall classroom  \nenvironment when focus is placed on fostering positive student/teacher relationships (Hamre & Pianta, 2001) .  \nCrucial to building classroom rapport and supporting student skill development across domains are high-quality daily interactions such as greetings, behavior-specific praise, and corrective feedback between teachers and students (Pianta et al., 2008) . This is especially important for elementary students with and at risk for emotional and behavioral disorders (EBD) . Students with EBD often display significant social and behavioral deficits that can negatively affect relationships with adults and peers (Ennis et al., 2019; Gresham, 2000) . These deficits can contribute to negative interactions between teachers and students (Hirn & Scott, 2014) and negatively impact the classroom environment (Ennis et al., 2019; Gresham, 2000) . When there are high levels of conflict between a student and teachers, rates of problem behaviors (e.g., disruptions and noncompliance) often increase (Mashburn et al., 2008). By focusing on building and developing meaningful relationships, especially with students with EBD, teachers can build positive relationships with their students, a cr","cbCaigwrwfSpmNCK","https://ap.wps.com/l/cbCaigwrwfSpmNCK","pdf",704145,"English","# Abstract\n# Building Rapport and Supporting Social and Emotional Learning\n## Social and emotional learning competencies\n## Classroom interactions and rapport building strategies","[{\"question\":\"What specific strategies does the article describe for building rapport?\",\"answer\":\"It describes warm welcomes, transitions, emotion checks, the “two by 10” routine, and optimistic closures as usable interaction strategies.\"},{\"question\":\"How does rapport relate to social and emotional learning (SEL)?\",\"answer\":\"The article connects rapport to SEL by positioning relationship-centered work as supportive of SEL relationship skills and broader competencies needed to manage emotions and achieve goals.\"}]","Beyond Behavior - Building Classroom Rapport to Support Social and Emotional Learning Skills | PDF",23]