During the two past decades, in the field of relational pedagogy, the teacher-student relationship has been explored as an interpersonal relationship. The presentation is based on an article (Ljungblad & Rinne, 2021) which illustrates how pedagogical tact (Lövlie, 2007; van Manen, 1991, 2015) as an analytical tool can highlight new opportunities in classroom research, by visualising the relational dimension of teachers’ work. The results are based on a comparative analysis of two classroom studies in which the notion of pedagogical tact has been used (Ljungblad, 2016; Rinne, 2014). The analysis shows that pedagogical tact as an analytical tool can take us beyond the taken for granted assumption about teaching as an easy profession. The results reveal how the teacher seeks con-tact with the student. By exploring the relational and interpersonal aspects of teaching, existential dimensions of the teaching profession can be illuminated, and relational values which are of importance for students’ growth can be visualised. In conclusion, the article discusses how pedagogical tact can contribute to the creation of human subjectification as a counterweight to students being objectified. Such a relational voice highlights relational values and the awareness of humanity.