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Teachers need to understand modern pedagogies first and develop their own understanding before inventing the skills that will work best for our students. Our students are very energetic so they able to keep silence and concentration to the teacher. A successful teacher is mandatorily not the one, who knows well, but the one who creates a positive, creative and life changing impact on his / her students. Now comes the part where we can say that a teacher is not complete without the students and vice versa. Teacher deep insight, appropriate knowledge, right attitude and required skills for teaching. It enable teacher to grasp the underlying principles and critical methods of teaching, developed a mental culture to appreciate fundamental concept and develop their own free judgment and sense of intellectual in educational field for the Students relationship with society. As the trends of technology and society changes, so do the teacher student relationships. In early ages, we have seen the students and disciples touch the feet of teachers as a mark of respect. In today’s world respect to teacher and students environment more understanding in every places specially our guru mean teachers in the society.

Mc Affrey, et.al, (2003), revealed that, teachers’ classrooms behavior or management of educational activities in the institution play important role to give quality education to university students. To investigate the teachers’ quality, students were asked about lesson clarity, instructional variety and “teacher’s effective time management”.

Among the respondents, 80 percent replied positively when asked them whether the teachers make the lesson clear and 15 percent replied negatively and 5 percent made no comment on it. Most of the students added that junior teacher’s quality is not up to the mark and senior teachers are very busy and not updated about tools, techniques and evidence. According to 70 percent respondents, most of the teachers both from senior and junior level are very stereotype to deliver their lecture in the class room, 20 percent respondents viewed that few teachers follow interactive techniques in class room and rest of the respondents made no comment on it. Among the selected respondents 56 percent have expressed their positive responses about the class conducted by their teachers regularly and44 percent given the negative responses in this regard.

Monem, (2007), described that, the present method of teaching in basic subjects are ineffective because of outmoded method and lack of philosophical under. In addition,

students’ dissatisfaction and their comment about quality of teachers indirectly showed that there are gaps in lecture delivery and making the class interactive using different instructional style. In teacher’s recruitment political loyalty or family relationship or any other group identity get priority over the merit.

Rahman & Islam, (2011), stated that, in public universities, an irregularity in class taking is a common phenomenon. In many cases chairmen of departments and directors of institutes failed to convince the senior to conduct class regularly. Without taking regular class, senior teachers complete the class by a few lectures or he handovers the class relatively to junior teacher of the same department or same institute.

Khan, (2010), stated that, university authority irrespective of political regime over the decades preferred recruiting ‘voters’, not 'teachers' that adversely affected the quality of university education. many Associate Professors and Professors of public universities who do not have any research based degree (M. Phil and Ph.D. degrees) are supervising M. Phil and PhD students.

Islam, (2010), stated that, under promotion restructuring rules, academically weak candidates without having a MS and PhD with minimum number of publications in local journals (non-referred journals)receive promotion to next higher position on the basis of length of service in the public universities.

Konti, (2011) examined that, students are not concern about effective application but teachers are much concerned about their application.

Ayalew, (2016), shown that, there was no statically significant difference between teacher and their students’ assessment practice.

Antoniou, Kyriakides and Creemers, (2009),  stated that, educational effectiveness depends on teachings kills Their study also suggested that better students’ output depends on teaching differentiation, advanced skills, advanced behaviors and new teachings approach etc.

Leoanak and Amalo, (2018), found that, during an interaction of classroom, the students are highly motivated by the performance of the teacher.

Hattie, (2015), identify a number of influences related to effective learning, some of these influences included teaching strategies, classroom discussion, classroom cohesion, teacher expectation, teacher immediacy, teacher credibility and classroom behaviour. Establishing a positive and supportive classroom environment, combined with productive relationships between teachers and their students, will provide a platform in which students are encouraged and motivated to grow both academically and personally. 

Bridget & Rober, (2001),

 Recognized that, the inherent qualities of a student-teacher relationship and a teacher’s rapport with students resulted in a classroom environment where students were affirmed and supported to achieve their best. Student – Teacher connection in clinical nursing education.

Gillespie, (2002), stated that, students who have positive relationships with their teachers are more willing to take on academic challenges and work on their social-emotional development Das (1930) declared that in the Vedic tradition the students would be encouraged to approach the teacher with  enquiries.  The  teaching  system  was  individualized  and  the  teacher  would  instruct  each  student separately. This way has created numerous opportunities to evaluate the students’ capacities and adapt this

approach whenever needed (Das, 1930: 134).  

Through close relationships, the teacher should understand the needs of the student better and teach him according  to  his  individual  needs.  This  naturally motivates  the  student  to  closely  follow  the  teacher’s instructions with a sense of belonging. According to Alnassery (2019), when students are feeling respected by their teachers, they focus more on learning, become more motivated, and thus the learning process for  them becomes very smooth. The students described that as ‘feeling at ease’. On the other hand, Ibrahim (2019) points out that negative relationships lead to student’s low sense of school belonging.

Das (1930) further stated that a function of education is to determine the greatest potential of each individual and to direct him in his education. He argues that the pedagogical principle and the formulation of the ancient Indian is ideal for a liberal education (Das, 1930: 7).

Yan (2019) too confirms the effective teacher-student relationship may promote students’ learning and that understanding the dynamics of this relationship is very Nat. Volatiles & Essent. Oils, 2021; 8(6): 5243-5247 5246  important  in  students’  learning and  thus more  research should  be conducted  in this  field to  find more practical ideas and methods for teachers. 

Successful training of a student under the Vedic educational system requires strict discipline from both the student and teacher likewise. For the student to endure the demands, close relationship with his teacher is necessary.  In  this  regards,  Das  (1930)  gives  us  a  view  of  the  requirements  and  ways  for  such  close relationships to successfully develop: “In order to achieve this high ideal of perfect mastery over the senses, a life of strict discipline was prescribed for the student. He had to shun sensual pleasures of all kinds and lead a simple austere life. He was inspired by the high ideals of the teacher with whom he lived in close and intimate contact and imbibed social and  moral virtues by his precept and example. At the same time the tender side of his nature was nourished and domestic virtues developed by  the sweet  and affectionate relationship with  the wife and  children of the teacher.” (Das, 1930: 26)

A study student- teacher’s relation between society and educational environment. Own my observation theoretical as well as no experimental there are data from internet, books and other sources. This methodology use secondary our views actually development our society and interest of all level of education.

Study teacher and student relation is very important role of society and our environment from the Guru and shishyas Gurukul to medieval and modern society-

Vedic age- the relation between the “Guru(teacher) and Shisyas(student) was just like of father and son relation “guru(teacher) very affectionately looked after his “taught” he never let them suffer in any way and always tried for their all-round development.

Buddhist the post-Vedic period- the teacher and taught relationship remained the same as in the Vedic age .the teacher earned almost respect from his student and he treated them like his own sons and always worked and cared for their development. The students were expected to serve their teacher with humanity.

The teacher treated his discipline like his own sons, and arranged for all kind of facilities need by the taught, as like that footing, lodging, clothing treatment during sickness etc. In fact taught lived like the family member of the teacher .some of the students became so closely connected with their teacher they remained with them for their whole life and home past. The guru 9teacher used to examine his “shishyas/student very thoroughly and would never give the knowledge of true absolute to a student who failed in his examination. Mr.N.N Mazumdar says,- “in ancient times the greatest care was used to discover the attitude and fitness of and individual to receive any particular kind of education Mantrayan Brahman, Apanished, clearly adores that the knowledge of absolute should be given only to those student who have been full faith with guru /teacher are process technique and special talent to understand subject.

Teacher student relation 21^st century-

In modern age of education policy always productive and skill based teaching learning pedagogy in the all level on educational activities from traditional is back born of our classroom efficiencies .Twenty first century Also guru and taught relationship most powerful attachment for the success in filed both guru and taught as well as classroom management such relationship are the most significant factor in assigned in determining a teacher’s work as successful life. It is vital that student respect their teacher as professional activities. at the beginning of their career teacher often face difficulties in establishing a strong and healthy relationship, as  they are very closed to the students age and lack experience. Sometimes in experienced teacher estsblish too close relationship with student, which can later generate various problems in classroom discipline and education can make both student and other teacher lose their respect. Effective teaching does not require that all student like the teacher, however it is crucial that they all respected teacher and student, teacher also do not need to like their entire student. They just need to be professionals and leaders student do not to be friends with teacher they need to respect from Lerner. Most of the student doesn’t know respect their Guru is a Brahma. Student are too young and do not experience who to respect with each other that friendship but specially Guru.

A strong and positive relationship with student is also very important for classroom success. Teacher can learn and use various techniques and approaches to strengthen and improve the quality of the relationship with his or her student, such techniques can help boost the students commitment and participation in skilled base pedagogy.

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