1.5 The Islamic view of the features of the teaching and learning
      processes

Many Islamic thinkers throughout history have discussed the Islamic perspective on the teacher-student relationship. Al-Ghazzali referred to a number of places in the Islamic literature describing the critical nature of both learning and teaching, and praised these practices as being among the highest forms of worship. Most Islamic discussions of this relationship begin by highlighting the value of knowledge, citing supporting examples from the Quran and Ahadith (Prophetic sayings).
There is a wealth of supporting evidence in the body of Islamic teachings to motivate both teachers and learners to both learn as much as they can and to share what they have learned. It is worth noting that the one characteristic mentioned most frequently as critical to being both an effective teacher and an effective learner is to approach the process with sincerity.
Throughout Islamic history, many of the Islamic scholars have proposed guidelines for students, including:

Appreciating, honoring and respecting their teachers.

Sincerely willing to learn.

Demonstrating initiative.

Not be shy about asking questions.

Islamic scholars recommend the following guidelines for teachers in establishing relationships with their students:

Treating students kindly and honestly.

Constantly advising students and dissuading them from evil ways with care and caution, with sympathy and not...

1.5 The Islamic view of the features of the teaching and learning
      processes

...with rebuke and harshness.

Not reviling other teacher's subjects to students.

Practicing what is taught teaching in order not to confuse students.

Thus, we can see that the master-pupil relationship is not a casual, unstructured affiliation.
Historically, the connection has been based upon a mutually workable, interactive association. If both the teachers and the pupils approach the relationship from Al-Ghazzaliss perspective, the process should be rewarding and beneficial to both.
Additionally, most of Al Ghazzaliss (and others's) philosophies can easily be applied to today's classrooms. The guideline offered in the section on teacher attributes list kindness, discretion, honesty, etc. - traits that are still valued today. Islamic education is humanistic, moralistic, spiritual, and practical. It is a reflection of the Islamic philosophy as stated in the Quran and by the Prophet, Muhammad (peace be upon him).