Xorazm ma’mun akademiyasi axborotnomasi – /2020 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

 __________XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –11/3-2022  
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Although there is no settlement within side the literature on a unmarried definition for 
collaboration, the important thing additives have served to increase a not unusual place language and 
expertise of the time period. Furthermore, the important thing additives offer a clear out for analyzing 
the quantity to which college reform embodies collaborative principles. 
Interactions, dialogues and relationships. It is natural for teachers and students to interact with 
each other in the process of teacher-student interaction. In the process of working together, students 
quickly realize what a teacher is capable of, his or her contribution to science, his or her knowledge, 
and his or her spiritual and moral image, and interact with each other accordingly. They do not see 
the teacher and they are respected not only for their good conduct, but also for their personal-human 
and spiritual-moral qualities. 
One of the primary predecessors leading up to the creation of Collaborative Learning theories 
was Communicative Language Teaching (CLT), also known as the Communicative Approach.
Today it is considered a real wonder that this method dominated language teaching for centuries 
because it did not produce efficient speakers of languages as there was no emphasis on 
communication or fluency. This teaching approach is very ill fitting for the learning of a second 
language. Communicative Language Teaching approaches plays significant role on using authentic 
materials when teaching languages, materials that accommodate the needs of learners . 
The interaction between teacher and student has very complex features. Because it consists of 
the most complex social movements with the simplest spirit (description) and a system of social 
relations ranging from mutual mental (psychic) and social connections to relationships of a permanent 
character. The interaction between the teacher and the student is consciously and objectively arranged 
in terms of the goals and objectives of the relationship, and the education in the educational institution 
is filled and managed. This is because the purpose and objectives of secondary special vocational 
education institutions are consciously accepted and fulfilled by both the teacher and the student. In 
the interaction with students, the teacher acts as an educator, a teacher. He is the head of the 
educational process, implementing the national program of the Republic of Uzbekistan in the field of 
education and training. He takes the lead and is more proactive in his interactions with students.
A teacher's knowledge, professionalism, worldview, beliefs, feelings, and most importantly, his 
or her behavior have a decisive influence on the interactions that take place between them. The 
professional duties and responsibilities of a teacher require that these relationships be consciously 
regulated, improved, and developed. If the relationship between a teacher and a student or a group of 
students is broken or deteriorated, the teacher is held responsible. Because the teacher is not a random 
participant in this interaction, but a rational organizer, a conscious organizer, a manager.
The teacher-student relationship performs a number of educational functions that are important 
for the pedagogical process. First of all, this relationship is one of the conditions that increase the 
effectiveness of the educational process. They can improve, enhance, or impede the process of 
educational influence, and the teacher can master science when he or she follows the guidelines he or 
she has given. When a student listens to a teacher, he or she needs to be confident that he or she is 
telling the latest advances in technology, that his or her students are fair. If there is animosity towards 
the teacher in the student's heart, the student may not like or dislike all the ideas he or she is saying. 
In this case, no pedagogical means can have a positive effect, and the expected result is unlikely to 
be different.
To conclude , kindness, warmth, good relations, and politeness between teacher and student 
increase the quality and effectiveness of the pedagogical process. The positive influence of the teacher 
will remain in the hearts of students for a long time, sometimes for a lifetime. And conversely, 
misunderstanding each other, disrespecting the reader, or touching his or her personality can lead to 
bad consequences.