Teacher-student relationship is one of the major problems of contemporary education, about which is often concerned the global pedagogical thinking, like that of our country. From the historical point of view, both in literature and in educational practice were outlined two opposing views on teacher-student relationship: one characteristic to the traditional pedagogy based on a unilateral communication from teacher to student, the other modern, which considers the student exclusively as the subject of education, without any guidance from the teacher. Both points of view (the first emphasizing on the teacher as an authority, and the second on the full freedom of the student) are unilateral, however, rejecting the possibility of achieving real communication between the two poles of the educational act. The contemporary pedagogy sees the teacher-student relationship as a profound relationship in which both partners work together continuously and in which is well established the status of each one of them: the teacher as an educational factor and the student as an object and a subject of the education. Thus, the teacher, in order to meet his responsibilities as an organizer and a decision maker in establishing the educational strategies, as a mediator of the access to information and as an evaluator of the school performance, he has to know the psychology of the student, to transpose himself in the student’s way of being, of feeling and acting. He must seek another place and role for the student in the educational act, to foster his activity and participation in the process of his own formation.