Teacher

====Interaction with learners====
Research shows that student motivation and attitudes towards school are closely linked to student-teacher relationships. Enthusiastic teachers are particularly good at creating beneficial relations with their students. Their ability to create effective learning environments that foster student achievement depends on the kind of relationship they build with their students.<ref>Baker, J. A., Terry, T., Bridger, R., & Winsor, A. (1997). Schools as caring communities: A relational approach to school reform. School Psychology Review, 26, 576-588.</ref><ref name="Bryant, Jennings 1980">Bryant, Jennings . 1980. Relationship between college teachers' use of humor in the classroom and students' evaluations of their teachers. Journal of educational psychology. 72, 4.</ref><ref>Fraser, B. J., & Fisher, D. L. (1982). Predicting students' outcomes from their perceptions of classroom psychosocial environment. American Educational Research Journal, 19, 498- 518.</ref><ref name="Hartmut, J. 1978">Hartmut, J. (1978). Supportive dimensions of teacher behavior in relationship to pupil emotional cognitive processes. Psychologie in Erziehung und Unterricht, 25, 69-74.</ref> Useful teacher-to-student interactions are crucial in linking academic success with personal achievement.<ref name="Osborne, E. 1999">Osborne, E.;. Salzberger, I.; Wittenberg, G. W. 1999. The Emotional Experience of Learning and Teaching.  Karnac Books, London.</ref> Here, personal success is a student's internal goal of improving themselves, whereas academic success includes the goals they receive from their superior. A teacher must guide their student in aligning their personal goals with their academic goals. Students who receive this positive influence show stronger self-confidence and greater personal and academic success than those without these teacher interactions.<ref name="Hartmut, J. 1978"/><ref name="ReferenceA">Baker, J. A.Teacher-Student Interaction in Urban At-Risk Classrooms: Differential Behavior, Relationship Quality, and Student Satisfaction with School. The Elementary School Journal Volume 100, Number 1, 1999 by The University of Chicago.</ref><ref>Moos, R. H. (1979). Evaluating Educational Environments: Measures, procedures, findings, and policy implications. San Francisco: Jossey-Bass.</ref>

Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers.<ref name="Osborne, E. 1999"/><ref name="ReferenceA"/> Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.<ref name="Bryant, Jennings 1980"/>