Teacher's Daily Conversation
 |
Description
Book Introduction
“What does that teacher say that makes the children follow him so well?”
A must-read for teachers seeking warm and strong communication.
Every teacher wants to build good relationships with children, but circumstances rarely support this.
I want to say only kind and affectionate words to them, but it's not easy to do that among children who are full of individuality.
There are over twenty children in the classroom and only one teacher, so sometimes you have to speak firmly and clearly.
This book offers practical solutions to teachers facing difficulties, along with 100 real-world examples.
When it comes to disciplining a child while respecting them, what teachers need is not simple instructions or scolding, but a 'conversational method that maintains the relationship.'
From how to understand each child's individual tendencies to warm yet firm teaching words and communication strategies needed for parent-teacher conferences, this book contains practical advice to address the various concerns teachers face in the classroom and during consultations.
I hope that through this book, many people will practice warmer and stronger communication and create classrooms where everyone can shine.
A must-read for teachers seeking warm and strong communication.
Every teacher wants to build good relationships with children, but circumstances rarely support this.
I want to say only kind and affectionate words to them, but it's not easy to do that among children who are full of individuality.
There are over twenty children in the classroom and only one teacher, so sometimes you have to speak firmly and clearly.
This book offers practical solutions to teachers facing difficulties, along with 100 real-world examples.
When it comes to disciplining a child while respecting them, what teachers need is not simple instructions or scolding, but a 'conversational method that maintains the relationship.'
From how to understand each child's individual tendencies to warm yet firm teaching words and communication strategies needed for parent-teacher conferences, this book contains practical advice to address the various concerns teachers face in the classroom and during consultations.
I hope that through this book, many people will practice warmer and stronger communication and create classrooms where everyone can shine.
- You can preview some of the book's contents.
Preview
index
Prologue: The Power of a Teacher to Save Children
Rapo's words that save a child
When building a child's courage │ When mediating a child who uses harsh language │ When embracing a child trapped in bullying
Observations on Building Relationships
When preparing for a new school year │ When you need to understand your child's characteristics │ When you have a child who has difficulty speaking │ When you want to know your child's inner feelings │ When you need balance in peer relationships │ When you want to increase intimacy with your child │ When a child with high anxiety is afraid of starting │ When you need to understand a child with high anxiety
★Sujin's Tip! The Benefits of Intensive Observation in March
★Sujin's Tip! 4-Group Observation Method
Words of interest that match eye level
When you need information on friendships │ When you need to give attention to children who are withdrawn │ When you want to know about peer relationships │ When there is a child who is distant │ When you need to know the child's temperament │ When you need to observe facial expressions │ When it is difficult to have everyday conversations with children
The end of March, creating a happy year
When you need to teach the obvious │ When you need to add effectiveness to calling names │ When you need to bond with multiple children │ When you want to talk to a quiet child │ When you want to open a child's heart with just one word │ When you want children to come closer │ When you want to express interest │ When you want to quickly build rapport with a child │ When you need to build positive relationships with multiple children
★Sujin's Tip! How to Use Recess for Anxious Children
Warm and strong words of teaching
When a child fails at something │ When a child is late │ When a child does not bring their supplies │ When a child is not prepared for class │ When the teacher needs to be prepared │ When a clumsy child needs practice │ When children are making a fuss │ When behavior guidance is needed │ When discipline is needed │ When children are making noise in the hallway while moving │ When children are throwing a tantrum because they want to play more │ When you do not know the answer to a child's question │ When you need to comfort a child who made a mistake │ When wrapping up the day
★Sujin's Tip! Embrace the moment you feel embarrassed.
Affectionate and wise conversations with children of different temperaments
When you want to build intimacy with a timid child │ When praising a timid child │ When building intimacy, remembering small things │ When you need to read eye contact, facial expressions, and gestures │ When suggesting a role to a timid child │ When you need to communicate with a distracted child │ When you need to discipline a distracted child │ When talking to a distracted child │ When a distracted child needs to be organized │ When praising a distracted child │ When talking to an aggressive child │ When you need to control your emotions │ When you want to make an aggressive child's presence shine
Words of peer relationships that support each other
When teaching children manners toward each other │ When a child speaks in a commanding tone │ When a child forces his or her own thoughts on others │ When a child steals their attention during a presentation │ When helping them realize things on their own │ When protecting relationships with peers is necessary │ When children have different communication styles │ When they touch or hit a friend │ When experiencing group activities │ When learning how to cooperate │ When an alienated child needs a friend │ When teaching good character │ When a timid child cannot speak up │ When they cannot empathize with the other person's feelings │ When children argue │ When several children fight over one child │ When two children's words differ │ When they feel upset after an argument │ When the word 'everyday' is used during an argument │ When resolving an argument while protecting the child's self-esteem
★Sujin's Tip! A Leadership Method for Building the Power of Cooperation
★Sujin's Tip! 4 Steps to Connecting Hearts through Empathy
Smart Class Dialogue
When frustration turns to anger │ When a lethargic child is afraid to try │ When a child is about to give up │ When a child wanders around during class │ When a child finishes homework first │ When you need to encourage cooperation in art class │ When you need to find a balance between play and learning │ When you need to work with others │ When you want to foster cooperation
Words of praise that grow quickly
When to praise your child's creativity │ When you need a classroom environment that prevents conflict │ When you want to highlight your child's initiative │ When you want to give them courage │ When you want to guide their growth │ When you need to tell them to try again │ When you need words of encouragement │ When you need to fill their learning satisfaction │ Caution! When your relationship with your child is broken
Appendix: Counseling Notes
When preparing for a face-to-face parent-teacher conference │ Step 1.
When expressing interest and love for a child │ Step 2.
How to Increase Trust in Counseling │ Step 3.
When presenting a child's vision │ When not fully understanding the child │ When consulting with parents of children who frequently argue │ When consulting with parents of children who have difficulty controlling their emotions │ When operating parent consultations in the second semester
Epilogue: Dreaming of a classroom where everyone shines
Rapo's words that save a child
When building a child's courage │ When mediating a child who uses harsh language │ When embracing a child trapped in bullying
Observations on Building Relationships
When preparing for a new school year │ When you need to understand your child's characteristics │ When you have a child who has difficulty speaking │ When you want to know your child's inner feelings │ When you need balance in peer relationships │ When you want to increase intimacy with your child │ When a child with high anxiety is afraid of starting │ When you need to understand a child with high anxiety
★Sujin's Tip! The Benefits of Intensive Observation in March
★Sujin's Tip! 4-Group Observation Method
Words of interest that match eye level
When you need information on friendships │ When you need to give attention to children who are withdrawn │ When you want to know about peer relationships │ When there is a child who is distant │ When you need to know the child's temperament │ When you need to observe facial expressions │ When it is difficult to have everyday conversations with children
The end of March, creating a happy year
When you need to teach the obvious │ When you need to add effectiveness to calling names │ When you need to bond with multiple children │ When you want to talk to a quiet child │ When you want to open a child's heart with just one word │ When you want children to come closer │ When you want to express interest │ When you want to quickly build rapport with a child │ When you need to build positive relationships with multiple children
★Sujin's Tip! How to Use Recess for Anxious Children
Warm and strong words of teaching
When a child fails at something │ When a child is late │ When a child does not bring their supplies │ When a child is not prepared for class │ When the teacher needs to be prepared │ When a clumsy child needs practice │ When children are making a fuss │ When behavior guidance is needed │ When discipline is needed │ When children are making noise in the hallway while moving │ When children are throwing a tantrum because they want to play more │ When you do not know the answer to a child's question │ When you need to comfort a child who made a mistake │ When wrapping up the day
★Sujin's Tip! Embrace the moment you feel embarrassed.
Affectionate and wise conversations with children of different temperaments
When you want to build intimacy with a timid child │ When praising a timid child │ When building intimacy, remembering small things │ When you need to read eye contact, facial expressions, and gestures │ When suggesting a role to a timid child │ When you need to communicate with a distracted child │ When you need to discipline a distracted child │ When talking to a distracted child │ When a distracted child needs to be organized │ When praising a distracted child │ When talking to an aggressive child │ When you need to control your emotions │ When you want to make an aggressive child's presence shine
Words of peer relationships that support each other
When teaching children manners toward each other │ When a child speaks in a commanding tone │ When a child forces his or her own thoughts on others │ When a child steals their attention during a presentation │ When helping them realize things on their own │ When protecting relationships with peers is necessary │ When children have different communication styles │ When they touch or hit a friend │ When experiencing group activities │ When learning how to cooperate │ When an alienated child needs a friend │ When teaching good character │ When a timid child cannot speak up │ When they cannot empathize with the other person's feelings │ When children argue │ When several children fight over one child │ When two children's words differ │ When they feel upset after an argument │ When the word 'everyday' is used during an argument │ When resolving an argument while protecting the child's self-esteem
★Sujin's Tip! A Leadership Method for Building the Power of Cooperation
★Sujin's Tip! 4 Steps to Connecting Hearts through Empathy
Smart Class Dialogue
When frustration turns to anger │ When a lethargic child is afraid to try │ When a child is about to give up │ When a child wanders around during class │ When a child finishes homework first │ When you need to encourage cooperation in art class │ When you need to find a balance between play and learning │ When you need to work with others │ When you want to foster cooperation
Words of praise that grow quickly
When to praise your child's creativity │ When you need a classroom environment that prevents conflict │ When you want to highlight your child's initiative │ When you want to give them courage │ When you want to guide their growth │ When you need to tell them to try again │ When you need words of encouragement │ When you need to fill their learning satisfaction │ Caution! When your relationship with your child is broken
Appendix: Counseling Notes
When preparing for a face-to-face parent-teacher conference │ Step 1.
When expressing interest and love for a child │ Step 2.
How to Increase Trust in Counseling │ Step 3.
When presenting a child's vision │ When not fully understanding the child │ When consulting with parents of children who frequently argue │ When consulting with parents of children who have difficulty controlling their emotions │ When operating parent consultations in the second semester
Epilogue: Dreaming of a classroom where everyone shines
Detailed image
Into the book
Everyone wonders what their crush is interested in.
The same goes for children.
When a relationship of trust is established between teachers and children, children become curious about their teachers and want to participate in everything their teachers do.
The reason the children started talking to Jisoo was because they liked and trusted their teacher.
It's because I wanted to stay where the teacher's eyes and gaze were directed.
It was the power of the teacher who saved the child that warmly embraced the wounded and withdrawn heart of the child.
--- From "The Words of Rappo That Save Children"
A step-by-step approach is needed to build positive relationships between teachers and students.
It's a step-by-step approach, where you get to know each other's names, get to know each other's tastes, and gradually build trust.
Therefore, it is important to get the first button right.
If you take it step by step, starting from the moment you meet your students on the first day of March, you will be able to build trusting relationships with all the children after at least one or two months.
--- From "Words of Observation for Building Relationships"
Children feel psychologically secure when they know that there is an adult who listens to what they are interested in and what they like.
When there are adults like this, the child feels that he or she is receiving attention from the world.
And that's the beginning of a positive intimacy with the world.
It doesn't even take a minute to have a conversation like this with your child.
If you can look your child in the eye and have a conversation for just one minute about something they enjoy, they will feel an inner happiness and satisfaction.
I hope you will use the tail-chasing method to build good relationships with your children and have daily conversations with each of them.
--- From "Words of Interest That Match Eye Level"
To create healthy and happy peer relationships for children, teachers and children must first establish positive one-on-one relationships.
Only when our thoughts and minds are free from busyness can we see the children's eyes and expressions.
By being able to show interest in children and speak kind words to them, you can build strong bonds without missing a single one.
Always remember that relationships between people begin with mutual interest and conversation, not with special materials or tools.
--- From "The End of March: Creating a Happy Year"
The child knows that the teacher has preserved his self-respect and dignity by not calling him by his name.
When a teacher's heart reaches a child and their hearts connect, the child will focus more on what the teacher says and try to do better from the next class.
Even if things don't change all at once, you have to trust that your child is trying and making an effort.
By receiving the love and trust of the teacher, the child will grow more today than yesterday and more tomorrow than today.
--- From "Warm and Strong Teaching Words"
It is also a good idea to notice any changes in the things your child has.
Like, “Yesterday you didn’t wear a headband, but today you did!”
Make the most of the visual information your child sends you.
--- From "Affectionate and Wise Conversations with Children of Different Personalities"
The purpose of guidance and discipline in this situation is to help the child learn manners and get along well with his peers.
Rather than scolding, it is better to explain step by step so that the student can listen to the teacher's guidance and accept it well.
When explaining, rather than pointing out the child who called their friend “Hey!”, look at who the child was trying to call, and then provide as specific a method as possible, such as “Ha-eun, call your friend by her name.”
If you say it like this, even if the teacher doesn't directly point out the child who did something wrong, the teacher will think, 'He's talking to me.
You realize, 'I said 'Hey!' again!'
--- From "Words about Peer Relationships That Support Each Other"
The most important thing is to continually convey the message that 'it's okay to fail.'
Even if you don't succeed in jumping rope 100 times in this class, the teacher's role is to help you build confidence little by little without giving up.
This teaching method will encourage children to start with what they can do and then challenge themselves to achieve bigger goals.
--- From "Wise Class Dialogue"
Kids these days use the word 'upgrade' a lot.
It means 'to improve something to something a little better than its existing performance', and this word carries a positive connotation of 'it's fine now, but it can be made even better'.
Through this word, I find a way to acknowledge and respect the results of a child's current efforts.
“What you did now is good too.
But if you want to take it to the next level, I'll show you how."
--- From "Words of Praise for Growing Up"
However, to create meaningful counseling, we must not only look at the child's behavior superficially, but also convey the inner needs hidden within it.
Children want to fit in with their friends, but sometimes they express it in awkward ways.
For example, because you want to be with your friends so much, you may be too aggressive in approaching them and expressing your opinions, which can lead to misunderstandings.
Rather than simply labeling this behavior as a problem, the teacher's role is to consider, "What is this child's hidden desire?"
Teachers should interpret it in counseling and share it with parents.
The same goes for children.
When a relationship of trust is established between teachers and children, children become curious about their teachers and want to participate in everything their teachers do.
The reason the children started talking to Jisoo was because they liked and trusted their teacher.
It's because I wanted to stay where the teacher's eyes and gaze were directed.
It was the power of the teacher who saved the child that warmly embraced the wounded and withdrawn heart of the child.
--- From "The Words of Rappo That Save Children"
A step-by-step approach is needed to build positive relationships between teachers and students.
It's a step-by-step approach, where you get to know each other's names, get to know each other's tastes, and gradually build trust.
Therefore, it is important to get the first button right.
If you take it step by step, starting from the moment you meet your students on the first day of March, you will be able to build trusting relationships with all the children after at least one or two months.
--- From "Words of Observation for Building Relationships"
Children feel psychologically secure when they know that there is an adult who listens to what they are interested in and what they like.
When there are adults like this, the child feels that he or she is receiving attention from the world.
And that's the beginning of a positive intimacy with the world.
It doesn't even take a minute to have a conversation like this with your child.
If you can look your child in the eye and have a conversation for just one minute about something they enjoy, they will feel an inner happiness and satisfaction.
I hope you will use the tail-chasing method to build good relationships with your children and have daily conversations with each of them.
--- From "Words of Interest That Match Eye Level"
To create healthy and happy peer relationships for children, teachers and children must first establish positive one-on-one relationships.
Only when our thoughts and minds are free from busyness can we see the children's eyes and expressions.
By being able to show interest in children and speak kind words to them, you can build strong bonds without missing a single one.
Always remember that relationships between people begin with mutual interest and conversation, not with special materials or tools.
--- From "The End of March: Creating a Happy Year"
The child knows that the teacher has preserved his self-respect and dignity by not calling him by his name.
When a teacher's heart reaches a child and their hearts connect, the child will focus more on what the teacher says and try to do better from the next class.
Even if things don't change all at once, you have to trust that your child is trying and making an effort.
By receiving the love and trust of the teacher, the child will grow more today than yesterday and more tomorrow than today.
--- From "Warm and Strong Teaching Words"
It is also a good idea to notice any changes in the things your child has.
Like, “Yesterday you didn’t wear a headband, but today you did!”
Make the most of the visual information your child sends you.
--- From "Affectionate and Wise Conversations with Children of Different Personalities"
The purpose of guidance and discipline in this situation is to help the child learn manners and get along well with his peers.
Rather than scolding, it is better to explain step by step so that the student can listen to the teacher's guidance and accept it well.
When explaining, rather than pointing out the child who called their friend “Hey!”, look at who the child was trying to call, and then provide as specific a method as possible, such as “Ha-eun, call your friend by her name.”
If you say it like this, even if the teacher doesn't directly point out the child who did something wrong, the teacher will think, 'He's talking to me.
You realize, 'I said 'Hey!' again!'
--- From "Words about Peer Relationships That Support Each Other"
The most important thing is to continually convey the message that 'it's okay to fail.'
Even if you don't succeed in jumping rope 100 times in this class, the teacher's role is to help you build confidence little by little without giving up.
This teaching method will encourage children to start with what they can do and then challenge themselves to achieve bigger goals.
--- From "Wise Class Dialogue"
Kids these days use the word 'upgrade' a lot.
It means 'to improve something to something a little better than its existing performance', and this word carries a positive connotation of 'it's fine now, but it can be made even better'.
Through this word, I find a way to acknowledge and respect the results of a child's current efforts.
“What you did now is good too.
But if you want to take it to the next level, I'll show you how."
--- From "Words of Praise for Growing Up"
However, to create meaningful counseling, we must not only look at the child's behavior superficially, but also convey the inner needs hidden within it.
Children want to fit in with their friends, but sometimes they express it in awkward ways.
For example, because you want to be with your friends so much, you may be too aggressive in approaching them and expressing your opinions, which can lead to misunderstandings.
Rather than simply labeling this behavior as a problem, the teacher's role is to consider, "What is this child's hidden desire?"
Teachers should interpret it in counseling and share it with parents.
--- From "Appendix: Words of Counseling"
Publisher's Review
★★★★★
EBS public lecturer Lee Seo-yoon,
Ice Cream Media CEO Heo Ju-hwan
Highly recommended!
★★★★★
★★★★★
Relationship-centered education expert
A new work by author Lee Su-jin!
★★★★★
Anxious children, timid children, and distracted children
Customized conversation methods that open the hearts of different children
Teachers come first in good education
You must be able to have a good conversation
Children learn about the world, develop relationships, and grow through their teachers' words.
Even in the same situation, some words can boost a child's self-esteem and lead to change, while others can leave scars on their hearts.
For education to be effective, good conversations must first take place in the classroom.
A good conversation begins with an attitude of understanding and respect for the other person, and is communication that creates positive changes for both parties.
It's not just about talking; it's about listening, empathizing, and responding appropriately.
To have a good conversation with your child, you must first listen.
No matter how strange or difficult the children's words may be, it is important to listen to them until the end without interrupting and to understand their meaning.
In the process, children feel that their teachers respect them.
Conversation on equal footing is a factor that leads to a positive relationship.
Also, even if you find something to improve during a conversation with your child, it is important to acknowledge and empathize with them by saying, “That’s understandable,” or “I understand how ○○ feels,” rather than immediately judging or pointing out things.
In this process, children feel comfortable and think, 'The teacher is someone who understands my heart.'
As these experiences are repeated, students will gradually become more comfortable in the classroom and school, and their attitudes toward education as well as life in general will change positively.
There are many moments in the classroom when we need to guide children's behavior.
But the key to discipline is to point in the right direction.
Rather than using coercive words, it is more effective to help children reflect on their own behavior.
For example, instead of asking, “Why did you do that?” ask, “How do you think your friends felt when you did that?” This gives your child an opportunity to reflect on his or her actions.
Instead of using harsh negative statements like, “This is wrong,” or “You shouldn’t do that,” it’s important to offer positive alternatives like, “How about this way?”
This type of conversation helps children perceive the teacher's words as advice rather than coercion, and further helps them develop the ability to solve problems on their own.
When a teacher's words change in the classroom, the children's attitudes change, their relationships change, and the entire classroom atmosphere changes.
In one word from the teacher
It has the power to save a child!
Every action of a child contains a signal.
However, it is not easy for teachers to read the signals properly and respond with appropriate words.
Distinguishing between moments that require discipline and moments that require a gentle approach, and how to guide students without destroying their relationships, are challenges for many teachers.
How should teachers respond to the countless episodes that occur in the classroom: children using harsh language, throwing objects, ostracizing their peers without the teacher's knowledge, refusing to participate in activities, and remaining silent? What words can guide and save these children?
This book contains the author, a veteran elementary school teacher with 18 years of experience, and his warm and wise teaching advice, gleaned from his diverse field experiences.
By following the examples provided for each situation, you can build rapport with your children and learn how to speak affectionately and accurately even in difficult situations.
It also presents the attitudes and words needed in March, which requires intensive observation, problem situations that may arise in class and how to solve them, conversation methods with children according to their tendencies, methods to mediate and maintain peer relationships, and effective language of praise, so that you can solve problems with children and narrow the distance just by following along.
The parent consultation notes in the appendix cover how to communicate smoothly with parents who do not have detailed knowledge of their children's school life, and how to effectively present a vision to parents.
Anyone involved in education, not just new teachers adjusting to school life, will benefit.
EBS public lecturer Lee Seo-yoon,
Ice Cream Media CEO Heo Ju-hwan
Highly recommended!
★★★★★
★★★★★
Relationship-centered education expert
A new work by author Lee Su-jin!
★★★★★
Anxious children, timid children, and distracted children
Customized conversation methods that open the hearts of different children
Teachers come first in good education
You must be able to have a good conversation
Children learn about the world, develop relationships, and grow through their teachers' words.
Even in the same situation, some words can boost a child's self-esteem and lead to change, while others can leave scars on their hearts.
For education to be effective, good conversations must first take place in the classroom.
A good conversation begins with an attitude of understanding and respect for the other person, and is communication that creates positive changes for both parties.
It's not just about talking; it's about listening, empathizing, and responding appropriately.
To have a good conversation with your child, you must first listen.
No matter how strange or difficult the children's words may be, it is important to listen to them until the end without interrupting and to understand their meaning.
In the process, children feel that their teachers respect them.
Conversation on equal footing is a factor that leads to a positive relationship.
Also, even if you find something to improve during a conversation with your child, it is important to acknowledge and empathize with them by saying, “That’s understandable,” or “I understand how ○○ feels,” rather than immediately judging or pointing out things.
In this process, children feel comfortable and think, 'The teacher is someone who understands my heart.'
As these experiences are repeated, students will gradually become more comfortable in the classroom and school, and their attitudes toward education as well as life in general will change positively.
There are many moments in the classroom when we need to guide children's behavior.
But the key to discipline is to point in the right direction.
Rather than using coercive words, it is more effective to help children reflect on their own behavior.
For example, instead of asking, “Why did you do that?” ask, “How do you think your friends felt when you did that?” This gives your child an opportunity to reflect on his or her actions.
Instead of using harsh negative statements like, “This is wrong,” or “You shouldn’t do that,” it’s important to offer positive alternatives like, “How about this way?”
This type of conversation helps children perceive the teacher's words as advice rather than coercion, and further helps them develop the ability to solve problems on their own.
When a teacher's words change in the classroom, the children's attitudes change, their relationships change, and the entire classroom atmosphere changes.
In one word from the teacher
It has the power to save a child!
Every action of a child contains a signal.
However, it is not easy for teachers to read the signals properly and respond with appropriate words.
Distinguishing between moments that require discipline and moments that require a gentle approach, and how to guide students without destroying their relationships, are challenges for many teachers.
How should teachers respond to the countless episodes that occur in the classroom: children using harsh language, throwing objects, ostracizing their peers without the teacher's knowledge, refusing to participate in activities, and remaining silent? What words can guide and save these children?
This book contains the author, a veteran elementary school teacher with 18 years of experience, and his warm and wise teaching advice, gleaned from his diverse field experiences.
By following the examples provided for each situation, you can build rapport with your children and learn how to speak affectionately and accurately even in difficult situations.
It also presents the attitudes and words needed in March, which requires intensive observation, problem situations that may arise in class and how to solve them, conversation methods with children according to their tendencies, methods to mediate and maintain peer relationships, and effective language of praise, so that you can solve problems with children and narrow the distance just by following along.
The parent consultation notes in the appendix cover how to communicate smoothly with parents who do not have detailed knowledge of their children's school life, and how to effectively present a vision to parents.
Anyone involved in education, not just new teachers adjusting to school life, will benefit.
GOODS SPECIFICS
- Date of issue: March 27, 2025
- Page count, weight, size: 300 pages | 130*210*20mm
- ISBN13: 9791168272811
- ISBN10: 1168272815
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