Abstract
The article examines the professional ethics of primary school teachers as a practical mechanism for building safe, respectful, and pedagogically productive relationships with young learners. Particular attention is paid to situations that arise directly in the classroom, including assessing pupils’ responses, correcting mistakes, maintaining discipline, organizing group work, distributing attention among pupils, responding to emotional expressions, and using interactive teaching methods. The study demonstrates the relationship between pedagogical ethics and psychological safety, trust in the teacher, learning engagement, and pupils’ willingness to express their own opinions openly. The ethical dimension of interactive methods used in literary reading lessons is considered separately. The article examines such practices as discussion of literary texts, role reading, pair and group work, discussion-based activities, creative modeling, and meaning-oriented reading. It is substantiated that the effectiveness of interactive learning depends not so much on the outward appeal of a particular method as on the way interaction is organized, including fair distribution of roles, the child’s right to make mistakes, respect for personal boundaries, and avoidance of public humiliation. Practical classroom situations demonstrating the implementation of ethical principles in primary education are presented. Based on a theoretical and analytical comparison of pedagogical situations, the ethical risks arising in the organization of interactive classroom interaction are systematized. The findings are summarized in five interrelated conditions, centred on the pupil's active role in classroom dialogue, feedback that addresses the action rather than the personality, equal access to participation, respect for the boundaries of a child's personal experience, and interaction rules that are clear and consistent.