The most important period in classroom management is the first month of the semester, also called the 'golden time' of classroom management.
Class formation at this time is so important that it can affect the rest of the year.
However, most classes are filled with awkward and formal self-introductions, class rules that are carried out as if they were practical matters, and role assignments.

Teachers who were wondering, "Can't we run classes honestly, comfortably, and above all, in a fun way?" found the answer in picture books.
Students opened their hearts and learned respect, consideration, and cooperation while reading picture books.
A healthy and peaceful classroom where "kind and firm teachers" and "students who stand on their own two feet and thrive together" coexist! We present practical examples that demonstrate the effectiveness of classroom management starting with picture books.

The ultimate goal of picture book classroom management is the healthy coexistence of 'kind and firm teachers' and 'students who stand on their own two feet and live together.'
To achieve this, we need to create a 'sustainable' system in which the entire class community works together to create, modify, and supplement the system, rather than the homeroom teacher being solely responsible for running the class.
This is why we constantly read picture books, reflect on our classroom communities, and engage in a variety of activities that connect knowledge and life.
The unique charm of picture book classroom management is that it does not force students unilaterally, but rather allows them to grow together as a team.

---From the "Opening Remarks"

After finishing the greeting class, it seems strange that the students feel like greeting each other.
Even though the teacher didn't ask them to, there are more and more students who laugh and say "hello" every time they make eye contact.
Instead of feeling disappointed when students pass by without saying hello or nagging them every time, “You should say hello,” try conducting a picture book class with “Greetings.”
You can see noticeable changes even after just one class.
---「1.
From "Exciting First Encounter"

All education should be fun.
No matter how excellent and valuable the content is, if it isn't interesting, students won't listen properly.
The same goes for classroom life woven into picture books.
Picture books that you read with your students should be fun in some way.
It would be even better if it was a picture book that helped children imagine in various ways and express themselves freely.
There is a very fun picture book that fits this criteria perfectly.

---「2.
From “Getting to Know ‘Me’ and ‘You’”

A faint smile spread across the faces of students who saw their friends' empathy stickers attached to the shortcomings they had written.
Because I know that this shortcoming is not just my problem, and that I have friends who sympathize with my concerns.
Through this activity, students will be able to look at their own shortcomings, which they may not normally be able to talk about, with a little more ease.

---「3.
From “Respecting Each Other”

What school violence prevention education should focus on today is the education of the “bystanders,” who make up the vast majority of the classroom.
School violence can only be 'prevented' when bystanders have the courage to actively stop it.
The two picture books introduced below also deal with stories about these very bystanders.

---From “Picture Books to Help Prevent School Violence Education”

As a homeroom teacher, you meet students with various characteristics.
Sometimes it's an integrated classroom where students with disabilities live together, and sometimes it's with friends who have ADHD (Attention Deficit Hyperactivity Disorder) or borderline intellectual disability.
During the year in which they are homeroom teachers, teachers will put a lot of attention and effort into helping these students grow meaningfully.
Of course, this process is not easy.
There are many times when I panic in unexpected situations, and if I forget, embarrassing situations often arise.
The only strength that allows us to endure and overcome these difficulties is the strong bond of the 'class community.'
When friends around them put aside their hostile gazes and try to understand and respect them, teachers can also run the class much more stably.
There is a picture book I would like to introduce to the many classroom communities that are facing and struggling to overcome various difficulties even at this very moment.

---「4.
From "Understanding More"

After the rock-paper-scissors compliment shower, share your thoughts about what kind of compliment you received the most and how you felt when giving and receiving compliments.
The rules are simple, but this activity helps teachers figure out what kind of praise students want to hear, and helps students get the praise they want.
You can repeat this several times in the morning or during your free time.

---「5.
From “Communicating Correctly”

Making class promises is the most basic and important activity for creating a happy classroom life throughout the year.
This allows teachers and students to share core values ​​and understand what each other wants in a classroom.
This is why exploring happiness while reading picture books together and making promises to protect each other's happiness is so important.
If you have made a class promise, show that you are keeping and confirming this promise silently, to the end, and with patience.
As time passes, we can see that the 'Promise for the Happiness of All of Us' has taken root in the lives of students.

---「6.
From "Let's Make a Promise Together"

Q .
Sometimes I can't quite think of what to do with my reading.
Are there any good ways to come up with and concretize ideas?
A.
Reading activities should be closely linked to picture books.
Consider activities that bring the theme of the picture book to life, but keep them simple.
The essence of classroom management and lessons using picture books is to connect the work with the individual, so it's best to focus on providing opportunities for students to express their thoughts as much as possible and hear the stories of other students.
All activities in the text are comprised of sharing experiences, expressing thoughts, and discussing.
It doesn't have to be flashy.
If you proceed in conjunction with the curriculum, it is good for concretizing post-reading activities.
After selecting a picture book, review the textbook content and find lessons or units that can be linked to the picture book.
Simply replacing the textbook text with a picture book can create a surprisingly immersive class.

---From "Picture Book Classroom Management Q&A"