The article examines communicative causes of problematic situations that arise between teachers and students during the learning process and identifies effective strategies for their resolution. In the context of contemporary educational transformations and the shift toward learner-centered paradigms, communication becomes a decisive factor influencing the quality of pedagogical interaction. Drawing on theoretical frameworks of pedagogical communication, the study conceptualizes teacher–student interaction as a dynamic system shaped by verbal and nonverbal exchanges, expectations, emotional climate, and institutional norms.