Does It Matter That Students Trust Their Instructor?

Does It Matter That Students Trust Their Instructor

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As an instructor, do you ever consider the element of trust and its relevance to your classroom facilitation? Is it important or necessary for students to trust their instructor in order for the process of learning to occur? Students are often assigned to a class without knowing who their instructor will be until the first day. They may believe or trust that their needs will be met or they might take a wait and see approach. Until students get to know their instructor better it is possible that they will allow their perceptions and prior experiences to dictate how receptive they are to the development of working relationships and what they begin to believe about the instructor's ability to facilitate the class. When an instructor is able to connect with their students and build productive relationships they are also likely to develop trust, which in turn can have a positive impact on the learning environment.

When students trust their instructor, they are relying upon them in several ways. They trust that the instructor will meet their developmental needs, they are relying upon the instructor's experience with the process of learning, and they have an expectation that the instructor will know how to bring the course materials to life in a way that facilitates the acquisition of knowledge. It is also an essential element of working relationships as students will only be receptive to someone they believe they can trust. While an instructor can demand compliance with policies and procedures, they cannot demand that a student will devote the level of involvement that they expect is necessary. If the student trusts their instructor they are likely to follow his or her lead and be a willing participant in the process of learning.

Students do not develop trust for their instructor automatically; rather it occurs through a process of ongoing interactions. Often the instructor's approach determines the outcome of these interactions and this includes the tone of their communication, their attitude that is perceptually interpreted, and their responsiveness to students' questions and concerns. Gaining trust requires time and skillful effort on the part of the instructor and it is easily negated through periods of conflict or miscommunication.

When trust is successfully established, instructors often find that students are receptive to their feedback, coaching, and constructive criticism. This occurs when students believe that their instructor wants them to succeed and maintains their best interest as a priority. As a result, students are more likely to review the feedback provided, implement suggestions and utilize resources, and be engaged in the class. Instructors may not be able to control the formation of trust; however, they can influence its development by considering how they interact with students and the importance of building meaningful connections.

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