Greeting Participants and Establishing Rapport

I remember my first ever solo teaching experience. I was responsible for putting together a two-hour workshop for graduate students in psychology. The workshop was scheduled to run from 9:00 a.m. to 11:00 a.m. in the library classroom. The students had been informed by their professor that the classroom would be open at 8:30 a.m. I unlocked the door and waited around a few minutes.By 8:40, a few people had shown up. I was nervous just waiting around. I left the classroom to go to my office for a last minute review of my notes. When I looked at my watch, it was 8:50. I figured I had ten minutes before I had to start the class, so I went to the reference collection to select a couple more books to show. I entered the classroom at 9:00, said hello and launched into my lecture.

By 9:20, I started to feel that the session wasn't going along as well as I had hoped. I received few responses to general questions. Several people kept yawning. Two students in the back of the room were talking. The others around them seemed much more interested in their conversation than what I was saying. I kept going not knowing what else I could do. After the session was over, I tried to figure out why the group didn't relate to my material.

My experience is a classic example of what can happen if you don't take the time to greet participants and connect with the group as a whole. A few simple and practical techniques will help you send a positive message and avoid the stress and awkwardness I experienced.

1. "You are welcome here." Get there early and stay. Make sure you are available and ready at least 15 minutes prior to the start of the class.

2. "I am friendly and approachable." Walk around the room casually as people enter, make eye contact and greet everyone.

3. "I am interested in you as an individual." Start informal conversations. Ask students if they have an assignment due, what it is about, if they have done any work on it so far. You can gather valuable information about the students and their view of the assignment and library at this time. Informal conversations are also valuable for establishing positive rapport with the students.

4. "I've got something for you." Let students know about your expertise and your ability to transmit it to them. Don't be boastful but do let them know that you are confident about your knowledge and skills.

5. "I've been through this, too." If you have been in their shoes at some point, let them know that you can identify with them.

6. "I admire you." Express your admiration for qualities that you respect in the students. Praising their efforts, their intelligence, and their goodwill can help you build positive rapport.

Based on Silbeman, Mel. Active Training: a handbook of techniques, designs, case examples, and tips. New York: Lexington Books, 1990.

Kari Lucas, head of the Undergraduate Library at University of California, San Diego, is Chair of the Organization and Bylaws Committee, Archivist and Immediate Past President of LIRT.

LIRT News, December 1997. Volume 20, number 2.
To report problems, please contact the LIRT News Production editor at edwards@ufl.edu

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