Teachers and students rarely become good friends. They don’t divulge secret hopes, they don’t send text-messages to meet for coffee, and they don’t disclose personal struggles with each other. They keep to professional distance and communicate in patterns focusing on topics related to course material. Beneath this seemingly mutually agreed upon social arrangement, both novice learners and skilled instructors recognize an understated need for somehow becoming better acquainted on a more interpersonal level:
To serve these critical functions in any useful capacity, teachers and students must undeniably form deeper social relationships beyond the scope of a limited classroom interaction. Yet, multiple barriers inhibit the social development of teacher-student friendships...
See the rest of this post in my guest contribution at the Techniques in Learning & Teaching (TILT) blog.