Masumeh Saeidi Medical Education Bulletin 2783-1809 6 2 2025 12 01 Managing Unexpected Classroom Challenges: The Role of Teacher-Student Interaction in Promoting Engagement and Learning 1163 1175 235703 10.22034/meb.2025.564852.1127 EN Amin Hoseini Shavoun PhD in Medical Education, Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran. 0000-0001-6168-781X Ahmad Parizad Assistant Professor, PhD in Medical Education, School of Nursing, Qom University of Medical Sciences, Qom, Iran. 0000-0002-8925-3033 Hoda Ahmari-Tehran Associate Professor in Medical Education, Spiritual Health Research Center, Faculty of Medicine, Qom University of Medical Sciences, Qom, Iran. 0000-0001-7389-6547 Journal Article 2025 12 07 Background: Managing unexpected classroom situations—sudden questions, sensitive discussions, behavioral disruptions—is a fundamental challenge in modern education, transforming controlled classrooms into dynamic, unpredictable spaces. This review examines management strategies, emphasizing effective teacher-student interaction's key role in enhancing learning processes. Materials and Methods: This narrative review systematically searched Persian and English literature up to March 2025. Keywords focused on unexpected classroom situations, classroom management, teacher skills, teacher-student interaction, and active learning. The databases searched included SID, Magiran, CIVILICA, PubMed, ERIC, Scopus, and Web of Science. Screening involved two phases—title/abstract and full-text—conducted independently by two researchers. Study quality was assessed using the STROBE checklist. Results: This review demonstrated that managing unexpected classroom situations is essential, as teachers' rapid, flexible responses preserve student focus and motivation. Challenges—disruptive behaviors, diverse needs, sudden questions, sensitive topics—are effectively managed through enhanced emotional intelligence, strengthening communication, alleviating stress, and fostering psychological safety. Key strategies include active interaction, clear behavioral rules, interactive teaching methods, positive reinforcement, and time management. Paired with cognitive flexibility and specialized training, these prepare teachers for complex conditions, boosting intrinsic motivation, active participation, and effective learning environments. Emotional skills training and organizational support further enhance classroom management. Conclusion: Managing unexpected classroom situations like sudden questions or disruptions is vital for maintaining focus and learning quality. Quick, flexible teacher responses transform challenges into opportunities, boosting motivation. Active interaction, clear rules, interactive teaching, positive feedback, and time management enhance classroom environments. Emotional intelligence facilitates emotion control and better stress decisions. Training with psychological/organizational support creates safe, effective learning spaces.

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