ABSTRACT
This chapter focuses on the human dimension of their experiences. Policy-makers, school administrators, teachers and researchers ignore the student voice when conceptualising and enacting policy. Both the principal and teachers have referred to the importance of relationships in teaching and the relationship theme was also a constant in students' conversations about teachers. From these conversations, there emerged three essential relationships in which the good teacher engaged: first, the teacher must relate to their professional self; second, to their students; and, finally, to the syllabus content. The chapter presents separation of these relationships for ease of discussion, but, of course, they are not discrete but interwoven in the fabric that constitutes good teaching for Grange students. For the majority of students, however, Grange High was a taken-for-granted space where they socialised, learned and had aspirations for the future. Senior students explained that teachers need to display their content knowledge through their knowledge of and adherence to syllabus documents.
