In a research study done by Tamara Bibby (2009), she claims that students want a teacher whom is a ‘social expert’ in their field, essentially they want 'a teacher who is able to see, hear and value each pupil and who respects them individually and collectively'. Psychoanalytic theorist Wilfred Bion’s notion on the ‘love-hate spectrum of emotional activities’ denotes that a minus K link relationship with students results in destructive and blocked connections, leaving the ‘process of understanding within the relationship stopped and reversed’ (Bibby 2009, p. 44). In an interview conducted on students whom had a teacher named Rachel, it was found that many of the students in her class found that she was ‘emotionally absent and withholding in the classroom’ and therefore students had ‘given up on the painful process of trying to form an emotionally connection with her’ (Bibby 2009, p. 50). While Rachel was unaware that this was the kind of emotional message she was sending her students, it leaves me to consider what kind of unconscious emotional message I will be sending my students’. From this, I must consider that while pedagogical relationships can be messy and emotionally complex, I must seriously contemplate every action carefully as students can pick up on my moods and feelings easily, even if I think that I am hiding them well. If we as teachers are unconsciously expressing a negative emotional message to our class, it will ultimately result in blocked connections and a minus K link relationship with students, blocking a learner, instead of facilitating their learning experience. Therefore I believe that we must strive to create a positive K link relationship with students in order to enhance their learning and acceptance of knowledge, which will lead them to see teachers as ‘experts’ in their field.