• Tarun Kumar Ganguly

Student–teacher relationship is a very important role quality education in any country. Student–teacher relationships have been shown to influence bullying-related behaviors in students. Instructional quality in the classroom and the quality of teacher-student relationships (TSR) predict positive social-emotional and achievement-related outcomes. Psychoanalytic theory asserts that positive teacher-student relationships are particularly important for outcomes in classrooms with more students with severe psychosocial difficulties. The objectives of the study are to explore the student teacher relationship and to find out the ways of positive the student teacher relationship. The study was documentary analysis type. Data and information were collected from secondary sources. Secondary data were collected from books, research reports, journal, annual reports, different websites internet etc. From the result it was found that as teacher-reports of student–teacher relationship quality increased, there were also increases in positive social, behavioral, and engagement outcomes for students. Similarly, as student-reports of student–teacher relationship quality increased, there were increases in positive behavioral, engagement, and academic outcomes. Additional analyses of dyadic relationship patterns showed that as the relationship pattern improved (moving from negative concordance to discordance to positive concordance), there were increases in positive social, behavioral, and engagement outcomes for students. Implications for school practice are discussed. To build a positive teacher-student relationship teachers should learn each student’s name quickly, learn some personal stuff about each student, teach with enthusiasm and keep a positive attitude, conduct a discussion about any recent event, provide positive comments when needed, make learning fun, treat students with admiration and respect, show care and support to each student, avoid punishing or using ill-language, stay unbiased, teach supportive behavior among the students, laugh with the students and Create an environment where no one will hesitate to ask questions.

Teacher, Student, Relationship, Classroom, Positive relationship, Learning

"Teacher–Student Relationship: A Conceptual Framework", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.9, Issue 4, page no.d861-d873, April-2022, Available :http://www.jetir.org/papers/JETIR2204400.pdf

"Teacher–Student Relationship: A Conceptual Framework", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.9, Issue 4, page no. ppd861-d873, April-2022, Available at : http://www.jetir.org/papers/JETIR2204400.pdf