Race to the Top (R2T) actions have strongly concentrate on measuring teacher effectiveness basically using methodize test scores. However, there is a review about the value of a teacher’s affective insight when it comes to a teacher’s effectiveness as an educator (Baker, 1989; Cronos, Johnson, & Elder, 2004; Rothenberg, 1986; Hamre, Piantha, Field, Crouch, Downer, Howes, LaParo, Little, 2013; Brophy, 1974; Laider, 1987). An approach to accountability that includes a broader range of measurement of effective classroom instructional practices should include the relationships the teacher builds with her/his students. Vernon (2003) studied the different strategies in able to be an effective teachers and determined that “a successful and effective teacher-student relationship may be the steps that allows the other aspects to function well” (p. 85). The good and positive relationships between the teachers and his student have an important role in a student’s academic growth and also it has a big effect not only in the student’s academic but also in his attitude and behavior. As stated by Byrd (1999), learning is a process that involves cognitive and social psychological dimensions, and both processes should be considered if academic achievement is to be maximized.
Jacobsen, Wilder, & Rothstein (2008) agreed saying, “it is surprising that so many education policymakers have been seduced into thinking that simple quantitative measures like test scores can be used to say that the school was accountable for achieving complex educational outcomes” (p. 27). The unbalanced reliance on test scores to determine success does not provide an accurate accounting of all that goes into creating an effective learning environment. Turner & Meyer (2006) tackled their findings illustrating the importance of students’ and teachers’ emotions during instructional interactions. They determined that “through studying student-teacher interactions, our conceptualization of what constitutes motivation to learn increasingly has involved emotions as essential to learning and teaching” (p.
106). Their conclusions provide support for further study of the inclusion of interpersonal relationships in the instructional setting and to what degree those relationships affect the student’s learning environment. Downey (1994) “The standard of the relationship between a student and the teacher will result in a greater degree of learning efficacy in the classroom.
“Mohrman & Tenkasi, (2001) asserts “lasting change does not result from plans, blueprints, and events, rather change occurs through interaction of participants” (p. 341). Positive and strong teacher-student relationships may be one of the most important environmental factors in changing a child’s educational path (Baker, 2008). This case study will explore the environmental factors that are deliberately created by the study participant as she interacts with the student on their educational path. As Cazden (2003) profess, the establishment of social relationships can seriously impact effective teaching and accurate evaluation in a classroom.