ABSTRACT
The state of pupil-teacher relationships is a useful index, though not necessarily a conclusive one, to the condition of a school. In the classroom itself the attitude of the teacher to the pupils affects not only the learning process but also the responsive attitudes of the pupils and even their emotional well-being. Teachers who used dominative methods produced aggressive and antagonistic behaviour in their pupils, both towards their teacher and their peers. There is a constant emotional interaction between teacher and pupils, and this atmosphere with maybe strong and maybe weak intellectual undertones can sometimes cause a teacher to have a powerful influence for good or sometimes to have a distinctly bad influence. These extreme cases were used as a criterion in an attempt to discover the extent and nature of hidden differences that might exist between single-sex and co-educational grammar schools.
