INSUFFICIENT TEACHER-STUDENT RELATIONS IN TRAINING ACTIVITIES AS ONE OF THE MAIN CAUSES OF DIFFICULTIES FOR PRIMARY SCHOOL CHILDREN

In this article, we analyzed the psychological effects of improper structuring of teacher-student relationships on learning difficulties for primary school children.The development of interpersonal relationships influences substantially on the formation of primary school children.Deficiencies in teacherstudent relationships leave deep traces in the personality of the primary school children.It is no coincidence that the primary school children, who think they are unloved, worthless and incompetent in the eyes of the teacher, have further negative effects on learning activities, retardation, learning in general, and specific subject.Primary school children depend heavily on adults.With their help, they begin to learn the truth.Primary school children should be able to approach their teachers comfortably, without any fear or hesitation, whenever they feel the need for help.It is interesting, what qualities do the primary school children value in teachers?They describe teachers' attitudes towards them as mildness and rudeness.By the way, they divide teachers into two categories for being kind and cruel.Our observations show that there are fundamental problems in this field.In school practice, we have the teachers who don't give independence the student, treat a student as an object of learning.Relations are based on the more humane principles more the communication and effectiveness prevailing in the relationship.As we know, the relationship between teacher and student are formal.Only in a training condition that is surrounded by a warm psychological environment, they feel more comfortable.As a result of persistent negative effects on their psyche and emotions, they fall behind in training, cause mental, emotional, psychophysiological, physical overload, increase learning difficulties, and training becomes a painful, uneasy, poignant process for him.