This paper aims to address the importance of supportive teacher–student interactions within the learning environment. This will be explored through the three elements of the NSW Quality Teaching Model; Intellectual Quality, Quality Learning Environment and Significance. The paper will further observe the influences of gender on the teacher–student relationship, as well as the impact that this relationship has on student academic outcomes and behaviour. Teacher–student relationships have been found to have immeasurable effects on students’ learning and their schooling experience. This paper examines the ways in which educators should plan to improve their interactions with students, in order to allow for quality learning.
Available at: http://works.bepress.com/lauren_liberante/1/