Building Rapport in English Language Teaching: Authority, Empathy, and Authenticity in the Classroom

In English Language Teaching (ELT), effective classroom management extends beyond materials, lesson planning, or methodological choices; it is deeply rooted in the quality of the relationship between teachers and learners. One of the most frequently cited but often vaguely defined concepts related to this relationship is rapport. The British Council’s course TeachingEnglish: Managing Learners and Resources places rapport at the core of successful teaching, emphasizing that learning flourishes in environments where learners feel respected, understood, and supported. Rapport, however, does not imply the absence of structure or authority. Rather, it requires a delicate balance between empathy and leadership, friendliness and professionalism. This essay explores the concept of rapport in ELT through the lens of the British Council’s framework, the insights of educators John Kay and Teacher Patrice, and my personal reflective practice, arguing that rapport is intentionally constructed through authenticity, respectful authority, meaningful praise, and learner involvement.

Defining Rapport in ELT

According to the British Council, “‘having good rapport’ with others means having a good, comfortable relationship with them,” and in language learning contexts, rapport “refers to the relationship between the teacher and the learners” (British Council, n.d.). This relationship is not incidental; it is foundational to creating an environment conducive to risk-taking, experimentation, and sustained engagement, key elements in second language acquisition.

Importantly, the British Council acknowledges that rapport may vary depending on personalities and class dynamics, noting that teachers may have “excellent rapport with one class and not so good rapport with another, for no obvious reason” (British Council, n.d.). Yet, rather than portraying rapport as purely intuitive or personality-driven, the British Council emphasizes that it can be intentionally developed through specific attitudes, behaviors, and pedagogical choices. This reconceptualization empowers teachers to see rapport not as a fixed trait but as a professional skill that can be mastered and turned into an ELT competency.

Rapport, Authority, and Professional Boundaries

From a reflective standpoint, rapport does not equate to friendship. As I note in my personal reflection, “having good rapport means having a good relationship with learners in a friendly and courteous way; not like if you were friends, but as someone who is guiding people to achieve goals in the language” (Acuña, personal reflection, January 2026). This distinction is particularly important in adult education and academic contexts, where learners often expect both warmth and clear leadership.

In practice, I strive to be “cordial and friendly but stating the fact that I am the one in charge of the course and not the students and that there are certain boundaries that must be followed” (Acuña, personal reflection, January 2026). This aligns with the British Council’s position that teachers must consciously choose an attitude that “expects hard work in class but [keeps it] enjoyable” (British Council, n.d.). Authority, when exercised respectfully and consistently, does not hinder rapport; rather, it strengthens trust by providing learners with a sense of structure and fairness.

Knowing Learners as the Foundation of Rapport

The British Council emphasizes that “knowing your learners better is the first step to building rapport” (British Council, n.d.). Understanding learners’ needs, interests, and motivations allows teachers to make English more relevant to their lives and to design activities that are meaningful and engaging. This relevance fosters emotional investment, which in turn increases participation and persistence.

Calling students by their names, listening attentively, even when they make mistakes, and avoiding excessive correction are highlighted as practical strategies. Overcorrection, the course warns, “can backfire,” as it may increase anxiety and inhibit participation (British Council, n.d.). These practices reflect a broader principle: rapport is built not only through what teachers say, but through how learners experience being seen and heard in the classroom.

Empathy, Trust, and Authentic Communication

ELT expert John Kay’s contributions strongly reinforce the emotional and interpersonal dimensions of rapport. He argues that “we have to empathise with the students,” create authentic situations, and “really respect the students’ ability to speak” (Kay, n.d.). For Kay, empathy is inseparable from trust: “The students must trust you. You must trust the students and you have a better chance of successful fluency practice” (Kay, n.d.).

This mutual trust is particularly critical in communicative language teaching, where learners are frequently asked to perform tasks that are “personally quite challenging” (Kay, n.d.). Kay underscores the importance of reassurance, reminding teachers that “making mistakes is OK,” and encouraging them to praise effort genuinely. Even small gestures, “If a smile will help, smile”, carry significant affective weight (Kay, n.d.).

Perhaps most striking is Kay’s insistence on authenticity: when a teacher says, “‘Good! Fantastic!’ – Mean it!” (Kay, n.d.). Performative praise without attention undermines credibility, as learners quickly perceive when teachers are distracted or insincere. Authenticity, therefore, is not optional; it is a prerequisite for rapport.

Praise: Meaningful, Honest, and Earned

The issue of praise is further developed by Teacher Patrice, a British Council contributor, whose views align closely with both Kay’s and my own teaching philosophy. Patrice asserts, “Praise is extremely important. However, it has to be for real. Students know very quickly if you’re not telling the truth” (Patrice, n.d.). Empty or habitual praise, she warns, “loses any meaning” and may even cause learners to disengage.

Patrice advocates for honesty, noting that when praise is earned, learners “really respond to it” and “respect it, especially the older kids” (Patrice, n.d.). This perspective resonates strongly with my own reflection: “If you are going to do it, mean it. True praise can be a booster in student learning, but if done carelessly… it will backfire on the teacher” (Acuña, personal reflection, January 2026). In my practice, I choose to praise learners “if students do something nicely done,” using “a big smile and a joyful tone of voice,” but only at moments where the achievement is genuine (Acuña, personal reflection, January 2026). Such praise reinforces effort, competence, and confidence without diluting its impact.

Learner Involvement and Shared Responsibility

Beyond interpersonal behaviors, rapport is also built structurally through learner participation in classroom routines. Allowing learners to take active roles “creates a positive attitude,” “makes learners feel more involved,” and “decreases boredom” (British Council, n.d.). It also fosters transferable skills such as responsibility and collaboration, while freeing the teacher to focus more on instruction.

By involving learners in tasks such as distributing materials or managing routines, teachers communicate trust and respect. The British Council reminds educators that “building relationships with learners pays off,” and that these relationships are shaped “not just with words… but in all of your actions” (British Council, n.d.). Consistency between words and actions reinforces credibility and strengthens rapport over time.

Conclusion

Rapport in ELT is neither accidental nor superficial. As the British Council, John Kay, and Patrice collectively demonstrate, rapport emerges from a combination of empathy, authenticity, respectful authority, and intentional pedagogical choices. My own reflective journaling on my teaching practice confirms that rapport thrives when teachers balance friendliness with leadership, praise with honesty, and structure with learner autonomy. Ultimately, rapport is an ethical commitment: to see learners as capable individuals, to respect their efforts, and to guide them with clarity and care. When teachers genuinely invest in these relationships, the classroom becomes not only a place of instruction, but a shared space for growth, trust, and meaningful communication.