<![CDATA[The quality of learning management in elementary education depends not only on curriculum design but also on how teachers operationalize daily classroom interaction into a psychologically safe and effective learning process. Hypnoteaching offers an innovative learning-quality management strategy by positioning persuasive, empathetic, and suggestive teacher practices as the operational mechanism for guiding students toward an optimal learning state, yet how this strategy is concretely managed by teachers, and its connection to the broader paradigm of deep learning, remain underexplored, particularly at the elementary level. This study describes and analyzes the management of learning quality through hypnoteaching as a model of instructional innovation for deep learning in elementary schools. A qualitative descriptive method was used, with data collected through in-depth interviews, observation, and documentation study at two Islamic elementary schools (SDIT) in Bekasi Regency, and analyzed through reduction, display, and conclusion drawing, with validity checked through source and technique triangulation, and interpreted through the Plan-Do-Check-Act (PDCA) quality-management cycle. Results show that teachers manage learning quality through five operational indicators, verbal and non-verbal pacing rooted in Neuro-Linguistic Programming, leading with clear language, consistent positive words and affirmations, sincere praise, and modelling of polite speech, positioned within the Do (implementation) stage of the PDCA cycle. This management pattern proved effective in building rapport, reducing anxiety, and increasing motivation, meaningful engagement, and mindful participation in learning. The study concludes that hypnoteaching-based learning-quality management is a concrete innovation model connecting classroom-level quality assurance to the mindful, meaningful, and joyful principles of deep learning in elementary education]]>
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