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This research is based on the reality that classroom management often tests teachers' emotional stability, especially when dealing with highly active students. This study focuses on how teachers use emotional intelligence to control themselves when facing challenging learning situations. The purpose of this study is to describe the forms of emotional regulation carried out by teachers and their influence on the effectiveness of classroom management. The research was conducted using a qualitative descriptive approach through observations and interviews with teachers. The results show that effective emotional management is carried out through several methods, such as increasing self-awareness to recognize stress triggers, pausing before responding to student behavior, and trying to understand the background of student activity through empathy. Teachers with good emotional intelligence tend to be able to direct student activity into more positive learning participation, rather than responding to it with reactive or authoritarian responses. This study emphasizes the importance of strengthening psychological aspects and emotional management skills in teacher professional development programs. Emotional maturity not only helps create a more harmonious classroom atmosphere but also forms the basis for inclusive learning interactions and supports the continuous development of student character.

Students' personal and character development relies heavily on education. An important aspect of education is the development of self-control, which is the foundation for a child's ability to control their emotions, behave appropriately, and make educated decisions. Students' academic and social success are significantly impacted by self-control, which is a key indicator of long-term success. The point of this exploration is to figure out how the impact of Islamic strict training instructors at SD Negeri 1 Tanah Luas has on understudies' discretion. The objects of this examination are: understudies of SD Negeri 1 Tanah Luas. The supporting hypothesis utilized for restraint is the hypothesis of M. Nur Ghufron and Rini Risnawita S, in their book Mental Hypotheses, Cet. The 3rd. This exploration is subjective examination with a distinct methodology, the examination information sources comprise of essential information sources (school head, class educator, PAI instructor and most significant level understudies at SD Negeri 1 Tanah Luas) and optional information sources (writing). Information assortment through perception, meetings and documentation. Information from research interviews were examined utilizing information examination procedures which were brought out through information decrease, information show and afterward reaching determinations. The aftereffects of the exploration reason that: (1) the job of Islamic Strict Training educators in expanding understudies' poise at SD Negeri 1 Tanah Luas is partitioned into a few structures: (a) Conduct Control (b) Mental Control (c) Decisional Control, which is then expressed in This job is exemplified by strict exercises, for example, congregational supplications and Al-Qur'an tadarus, religions, and other strict exercises which are regularly done by all understudies, educators and instruction staff and are planned by plan (2) Supporting variables for Primary School Islamic Strict Schooling Educators Negeri 1 Tanah Luas in its endeavors to build understudies' restraint incorporates support from school directors, staff and representatives, guardians, as well as joint effort between Islamic Strict Schooling instructors and other grade school teachers. One nation has a huge area. The purpose of this study is to provide readers with an understanding of the significance of strict Islamic education in developing students' self-control and preventing students' ethical losses, as well as providing educators with a perspective for teaching and gaining experience.

Students are the nation's successors, so students need to have good morals and morals. This character will grow through the family, school and community environments. One way to instill good morals and morals is through discipline at school. The words discipline are sometimes a scourge for students, because some teachers still apply violence in disciplinary education. Punishment is not an effective method for creating self-control in students. The punishment imposed will encourage bullying at school. The impact of punishment has a negative impact on students not only physically but also mentally. Therefore, it is necessary to apply positive discipline in every school, because by implementing positive discipline, long-term self-discipline will be created. This research on the application of positive discipline was carried out at Mts PUI Ciwedus Kuningan. We hope this research provides a new picture of nonviolent discipline patterns. It is hoped that this research will provide a new picture of non-violent discipline patterns when examining incidents of teacher violence for disciplinary reasons.