Abstract:
This report investigates the dynamics of student-teacher interaction and its pro-found influence on the learning process, based on a three-month internship con-ducted at Changao Government Primary School. The primary objective was to observe how rapport, empathy, and communication strategies employed by teachers affect the academic performance and emotional well-being of young learners. Through a combination of direct classroom observation and practical teaching experience, the study highlights that a positive, supportive relationship between teachers and students significantly boosts learner confidence, participation, and motivation. Conversely, a lack of individual attention or a rigid disciplinary approach can hinder a student’s willingness to engage. The report details specific teaching methodologies practiced during the internship, the challenges faced due to class size and infrastructure, and the strategies used to overcome them. Ultimately, the findingssuggest that when teachers act asfacilitators and mentors rather than just authoritarian figures, the educational environment be-comes more inclusive and effective. The report concludes with recommendations for improving student-teacher engagement in government primary schools.
