One of the major contributors to the students’ growth and learning experience is how the teachers interact with them (Pianta, 2006; Mianhard, 2009). Students build relationships with their teachers through daily interactionsIn the journal article “Teacher Training, Teacher Quality, and Student Achievement”, the authors, Harris, & Sass (2007), stated that it is generally acknowledged that promoting teacher quality is the key element for the student’s academic success. However, teachers who are new to the profession that usually lack training become closer to the students than those who are proficient in the field. This is because the experienced are usually stricter and gives harsher punishments that students hate most of the time. In contrast with this, the authors also provided evidence that better trained and more skilled educators are more likely to be friends with students of greater ability and fewer discipline problems. But given this relationship, the student friends with the teacher is the only benefactor as he technically becomes the most favored student, thus creating conflicts with other students.As stated by Fowler, Banks, Anhalt, Der, & Kalis, (2008) and Hamre & Pianta (2001) on the study of Reink, Herman, & Newcomer (2016), the student–teacher interaction patterns are strong predictors of behavioral and academic outcomes. This only shows how such affects the students on their behavior and academic performance, which is evident nowadays. However, those students with frequent negative interaction patterns with teachers experience lower ratings of social competence, less praise, more disciplinary infractions, and poorer academic outcomes (Birch & Ladd, 1997). As Gunter et al. (1994) have found that appropriate behavior was seldom praised or otherwise reinforced by the teachers while students with challenging behaviors tend to receive less instruction from their teachers and are more likely to be engaged in. Thus, interactions between teachers and students have emerged as an important factor associated with later school adjustment and social, emotional, and behavioral outcomes (Hamre & Pianta, 2001; Henricsson & Rydell, 2004; Ladd & Burgess, 1999).