<![CDATA[This study aims to analyze the communication and emotional skills practiced by educators in the learning context at UPT SDN 01 Lunang. Using a qualitative–descriptive approach, data were collected through in-depth interviews, non-participant observations, and a review of learning documents. Thematic analysis was employed to identify patterns of communicative interaction and emotional management strategies used by teachers in responding to classroom dynamics. The findings show that teachers’ communication skills are reflected in their use of language appropriate to children’s cognitive development, the application of open-ended questioning techniques, active listening abilities, and the provision of constructive feedback. Meanwhile, emotional skills are evident in teachers’ capacity to regulate their own emotions, understand students’ emotional states, maintain emotional stability during challenging classroom situations, and demonstrate empathy toward learners. The study highlights that effective pedagogical communication and well-developed emotional intelligence contribute directly to creating a positive, safe, and supportive learning climate for primary school students. It recommends structured, reflection-based training to continuously enhance teachers’ communication competencies and emotional intelligence.]]>
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