Reflecting on teacher-student relations in TESOL

Research in general education suggests that relationship-building is at the core of quality learning experiences. Yet relationship-building has not received the attention, it deserves from researchers in the field of TESOL where teacher–student relationships of various types are a central component in successful teaching and learning. This article examines the perspectives of three experienced English as a Second Language teachers on teacher–student relationships and the nature and importance of personal and emotional investment in relationship-building, elicited during group discussions in a teacher reflection group in Canada. Results indicate that the entertainer–audience pedagogical relationship was important for all three teachers, but also raised questions for them which they had to address. In addition, setting boundaries for teacher–student relationships and the issue of student responsibility were reflected on by all three teachers.