Abstract
Repeated international studies show that the teacher is the single factor that means most to pupils' learning outcome. But who knows the recipe for a good teacher? What makes a good teacher? What is it that he is able to do? Three specific skills - relational competence, classroom management skills and didactic competence - are needed to improve the pupils’ learning outcome. The first mentioned relational competence has the greatest impact on the students’ learning outcome.
In this thesis my aim is to describe the relational interaction that takes place in a class between teacher and pupils. My interest is to describe, how the individual is created through participation in relationships with the aim to explain what relational competence is, and how it appears in the practical daily day life in school.
My ambition is to come up with suggestions how to the development of relational competence can be qualified at the individual teacher, in the teacher teams, and how the development of relational competence can be supported organizationally.
Is relational competence only a means that seeks to achieve better learning? Or is the development of relational competence the goal in our pedagogical ideal conception of the public school in Denmark? In a pedagogical perspective relational competence is both a means and a goal.
For the purpose of identifying the answer to my thesis statement I have used Gregory Batesons systemic learning theory that contains terms that make it possible to present and discuss the learning theoretical questions that may qualify my thesis statement.
To illustrate and discuss my problem I have interviewed four teachers. The teachers have told me about significant experiences and how these experiences have formed their teaching profession in relation to relational competence. I have used the method of a qualitative research interview, which makes it pos-sible to have a phenomenological approach to the study of the subject. Through qualitative analysis methods I have studied and highlighted the phenomenon of 'relational competence' and 'development of relational competence'.
My interviews have been made with four teachers who are employed in different public schools. It has been interesting to see if parts of the organizational context tends to strengthen the development of relational competence. This I have described in the end of my thesis.
Briefly and in bullits I have highlighted the key points in my analysis:
• Relational competence is reflected in the school's daily life through interactions between pupils and teacher and between teacher and teacher. It is to be seen by the facts that the teacher is able to adjust his approach depending on the pupil needs, he can recognize the pupil and adjust his nonverbal communication.
• Relational competence, however, is reaching beyond the actual situation with the pupil, it also goes backward into the past - and forward into the future.
• Relational competence can be developed if the teacher, in his planning and execution of his teaching, makes room for feedback processes.
• Relational competence can be qualified through several initiatives such as reflections in teams, shared knowledge and by working with narratives - that language creates reality
In the future it may help to focus on how the class teacher, as a leader, develops relationships in the classroom where the class is regarded as an organization – as a complex adaptive system. The leader’s task will be to facilitate processes that lead to common reflections on how contextual understanding is dependent on the perspective. Perspective and contextual understanding is important for the pupils’ and the teachers' possibilities of taking action. By creating room for feedback processes it will be possible to support good experiences, mistakes will be seen and experiments can be tested.
My thesis has made it clear that the development of relational competence in no way is an internal private matter for the individual teacher. The development of skills and participation in the learning process is a matter for the individual teacher, but the opportunities that are available for this development lies in organizational matters. And therefore the school management and the teachers have to cooperate about this.

Abstract
Repeated international studies show that the teacher is the single factor that means most to pupils' learning outcome. But who knows the recipe for a good teacher? What makes a good teacher? What is it that he is able to do? Three specific skills - relational competence, classroom management skills and didactic competence - are needed to improve the pupils’ learning outcome. The first mentioned relational competence has the greatest impact on the students’ learning outcome.
In this thesis my aim is to describe the relational interaction that takes place in a class between teacher and pupils. My interest is to describe, how the individual is created through participation in relationships with the aim to explain what relational competence is, and how it appears in the practical daily day life in school.
My ambition is to come up with suggestions how to the development of relational competence can be qualified at the individual teacher, in the teacher teams, and how the development of relational competence can be supported organizationally.
Is relational competence only a means that seeks to achieve better learning? Or is the development of relational competence the goal in our pedagogical ideal conception of the public school in Denmark? In a pedagogical perspective relational competence is both a means and a goal.
For the purpose of identifying the answer to my thesis statement I have used Gregory Batesons systemic learning theory that contains terms that make it possible to present and discuss the learning theoretical questions that may qualify my thesis statement.
To illustrate and discuss my problem I have interviewed four teachers. The teachers have told me about significant experiences and how these experiences have formed their teaching profession in relation to relational competence. I have used the method of a qualitative research interview, which makes it pos-sible to have a phenomenological approach to the study of the subject. Through qualitative analysis methods I have studied and highlighted the phenomenon of 'relational competence' and 'development of relational competence'.
My interviews have been made with four teachers who are employed in different public schools. It has been interesting to see if parts of the organizational context tends to strengthen the development of relational competence. This I have described in the end of my thesis.
Briefly and in bullits I have highlighted the key points in my analysis:
• Relational competence is reflected in the school's daily life through interactions between pupils and teacher and between teacher and teacher. It is to be seen by the facts that the teacher is able to adjust his approach depending on the pupil needs, he can recognize the pupil and adjust his nonverbal communication.
• Relational competence, however, is reaching beyond the actual situation with the pupil, it also goes backward into the past - and forward into the future.
• Relational competence can be developed if the teacher, in his planning and execution of his teaching, makes room for feedback processes.
• Relational competence can be qualified through several initiatives such as reflections in teams, shared knowledge and by working with narratives - that language creates reality
In the future it may help to focus on how the class teacher, as a leader, develops relationships in the classroom where the class is regarded as an organization – as a complex adaptive system. The leader’s task will be to facilitate processes that lead to common reflections on how contextual understanding is dependent on the perspective. Perspective and contextual understanding is important for the pupils’ and the teachers' possibilities of taking action. By creating room for feedback processes it will be possible to support good experiences, mistakes will be seen and experiments can be tested.
My thesis has made it clear that the development of relational competence in no way is an internal private matter for the individual teacher. The development of skills and participation in the learning process is a matter for the individual teacher, but the opportunities that are available for this development lies in organizational matters. And therefore the school management and the teachers have to cooperate about this.