Relationship with teacher and students:

High quality academic instruction:

High quality academic instruction refers to instruction that is appropriate to students' uses feedback effectively to guide students' thinking and extends students ' prior knowledge. (Praise and assessment, Motivating to learn, Critical thinking)

 The contribution of positive teacher- student relationships on school adjustment, academic and social performance.

Positive teacher student relationships- evidenced by teachers' report of low conflicts, a high degree of closeness and support and little dependency- have been shown to support students adjustments to school, contribute to their social skill, promote academic performance and foster students resiliency in academic performance .
Teachers who experience close relationships with students reported with their students reported that their students will less likely to avoid school, appeared more self-direction, more cooperative and more engaged in learning .   
Students reported liking school more experiencing less lonelineness if they have close relationship with their teachers. Students with better teacher- student relationship also showed better performance on measure of academic performance and school readiness .
Teacher who use more learner- centered practice (i.e practices that shows sensitivity to individual differences among students include students in the decision-making and acknowledge students, developmental, personal,and relation needs) produced greater motivation in their students then those who used fewer of such practice.
The quality of early teacher-student relationships has a long-lasting impact specially, students who have more conflict with their teachers or showed more dependency toward their teachers in kindergarten also had lower academic achievement(e.g poorer work habits, more discipline problems) though the eighth grade. These findings were evident even after taking into consideration, the extent to which students' behavior problems related to problematic teacher-child relationship. these findings were greater for boys than for girls.
Further work describes that children with more closeness and less conflicts with teachers developed better social skills as they approached the middle school years then those with more conflictual relationships in kindergarten.