Listening to the Listeners:Students’ Voices on Teacher Behavior and Classroom Experiences

Teacher-Student relationships are very important in defining the emotional and learning outcomes for students. But most of the studies done on this topic have remained focused on the teacher’s point of view predominantly. The study was done on Lower Primary and Upper Primary students in order to discover the perception of teacher behavior from their point of view, and the conduct that the teacher must avoid and must practice as perceived by the students. The study was done on 25 students consisting of 12 Lower Primary and 13 Upper Primary, from public and government-aided schools, through semi-structured interviews based on thematic analysis. The findings revealed that LP students emphasized emotional warmth, kindness, and opportunities for play, while expressing emotional distress in response to scolding. In contrast, UP students highlighted the importance of patience, non-judgmental attitudes, and supportive learning environments that fostered questioning and understanding. These findings are discussed using Attachment Theory, Behavioural Theory, Piaget's Cognitive Development Theory, and Self-Determination Theory to highlight the significance of emotionally secure, respectful, and autonomy-supportive teacher behaviour. This study therefore, emphasizes the benefits of capturing student voice to underpin developmentally sensitive and student-centered pedagogical practices.