The student-teacher relationship refers to an ancient and deeply respected bond. Children spend their daylight hours devoting themselves to education, which usually lasts 9 months of the year. As members of a college, we experience all aspects of the student-teacher relationship (STR). We understand the difference between a teacher who captivates us, leaving the countdown behind and drawing us in until we look at the subject with intense passion and one whose lifeless lectures make our eyelids droop. An STR with effective communication skills, unique teaching styles, respect and passion will build a valuable relationship. For the sake of clarification, it is necessary to examine the syllogism proving the basis of STR. First, it is accepted that happiness is intrinsically good. Furthermore, STR refers to a relationship of people subject to mutual benefit. According to Princeton Wordnet, the term “benefit” means something that promotes well-being. Based on the translation of the Aristotelian convention Eudemonia – commonly translated literally as “eu” meaning “good” and “daimon” meaning “divinity” or “spirit”. we will call happiness are intrinsically good. Therefore, relationships that produce happiness have value. Jean Baker explains why interpersonal relationships promote the “well-being” of the class. In her article, “Teacher-Student Interaction in At-Risk Urban Classrooms: Differential Behavior, Relationship Quality, and Student Satisfaction with School,” published in The Elementary School Journal, she examines student-to-student interaction and teaching in poor urban environments. Research in... middle of article ...... in the case of asymmetric contribution supported by the traditional style of teaching respect only goes in one direction. By delimiting the subject and allowing equal opportunities for exchange, respect becomes omnidirectional. The impact is a more behaviorally supportive classroom and passion for the subject because students can pursue their own goals in their education. Works Cited Baker, Jean A. "Teacher-student interaction in at-risk urban classrooms: Differential behavior, relational quality, and student satisfaction with school." The Elementary School Journal 100.1 (1999): 57-70. JSTOR. University of Chicago Press. Internet. February 24, 2010. Dewey, John. “The way out of educational confusion.” Conference. The Inglis Lecture. Westport, CT: Greenwood, 1970. 1-41. Print Freire, Paulo. Pedagogy of the oppressed. New York: Continuum, 1993. 25-68. Print.