Bestseller in the field of education, 『Teacher's Study of Words』, by teacher Kyungho Cheon
A classroom with solid fundamentals and a growing community.
Beyond simple techniques and practical manuals
A solid methodology for education, learning, and communication that can be put into practice in everyday life!

Cheon Kyung-ho, author of "Teacher's Study of Words," which has been loved by countless teachers, has published a book containing the philosophy of classroom management and abundant practical examples that he established through countless explorations and concerns over 20 years of teaching.
The author, who has constantly pondered the essence of education, suggests that we rethink the fundamentals of school and education and begin with a proper understanding of children.
In every moment of conflict that arises in the classroom, teachers need a compass that will keep them from getting lost—an educational philosophy based on understanding students.
Only then can you properly communicate with your children and convince their parents of your educational methods.
The author says that teachers must first understand and accept the educational activities taking place in schools and understand the barriers they face in order to communicate and move forward properly.
Based on this educational philosophy, the author vividly and specifically depicts a classroom where students grow into 'students with friends and family' and 'teachers with students, fellow teachers, and parents.'
The author's diverse and rich practical methods are not mere techniques or know-how; they serve as a ladder toward the essence of education and a useful guide that can be directly applied in the classroom.
This book transcends the limitations of existing classroom management books that focus on practical tips and manuals, and is a truly special book that captures the potential and essence of humanistic classroom management.

In every moment of conflict we encounter in the classroom, we need a compass to keep us from getting lost.
A good theory is like a North Star that shows us where to go in the dark reality.
When on earth do our teachers get lost in the classroom?
---From "Introductory Remarks: Everything Was Needed in the Classroom"

There are two things I vowed to do if I ever became a teacher.
On the day of separation, we write handwritten letters to each student and have individual interviews with them.
I entered middle school without even knowing the alphabet, and I got a 96 on an English test I took at the end of March in my first year.
Alphabet

This was the result of studying hard on my own, knowing that I was the only one who didn't know.
But my homeroom teacher didn't know about the effort I put in.
I suspected that the reason a child who didn't even know the alphabet got a 96 in English was because he stole other people's work.
I went into the teachers' office with my teacher, expecting praise and encouragement, but I was slapped and had to lie down on the floor to retake the test.

---From "Part 1, Chapter 1: Two Perspectives on Students"

Ask children what friendship is.
Most children are familiar with the term school violence, but the term friendship is unfamiliar to them.
Conversely, this means that there is a growing need to teach friendship in schools.
As the saying goes, "We get more of what we focus on," for the healthy development of children, our education now needs to focus more on friendship rather than school violence to foster children's prosociality.
---From "Part 1, Chapter 2: Two Perspectives on Understanding Students"

In fact, there are only two rules that children must follow.
Am I doing the best I can in everything I do? Am I doing good to those around me right now? … … Children's self-motivation is called intrinsic motivation.
Having this makes learning fun and you feel proud of yourself growing little by little every day.
Rather than comparing myself to others, I feel fulfilled in the process of striving to become a better person than I was yesterday.
The more you cherish your close friends, the more psychologically stable you feel.
---From "Part 2, Chapter 1: Principles and Commitments of Classroom Management: Part 1"

Let's look at a place called school.
In a classroom, misunderstandings and conflicts cannot be avoided.
We need to talk and reconcile so we can continue our school life with peace of mind.
Such unavoidable limitations become the reason why we must be interested in each other.
The more we understand each other, the more we understand ourselves.
Because I can see myself reflected through the eyes of a stranger who is going through the same developmental process as me.
I can realize that my immaturity is not such a serious problem, accept my immaturity, and envision a better version of myself.
By closely observing the lives of different friends, you can reflect on your immature self and dream of a more mature future for yourself.
There are teachers who will watch over the process, support and encourage you.
It's something you can't learn anywhere else but school.
---From "Part 2, Chapter 2: Principles and Commitments of Classroom Management: Part 2"

I bump into kids every day.
Every time I met a child who said that life is just a one-shot because he wants to be a rich bum, that there is no need to study, a child who said that school is a prison, teachers are guards, and students are prisoners, so we should get out of school, a child who said that teachers' salaries are paid by taxes paid by parents and that if teachers do something wrong, their parents will come and scold them, and a child who said that there is no need to study because his father is stupid even though he has normal intelligence, I felt like I was trapped alone in a room with concrete walls on all sides.
---From "Part 2, Chapter 3: Teachers with Students"

The only best way for immature children to prevent themselves from becoming perpetrators or victims of school violence is to be indifferent to others.
If you don't connect, nothing happens.
By not looking and not participating, you can avoid the risk of becoming a bystander.
As a result, the anxiety of all guardians is only increasing.
As anxiety increases, so does suspicion of school.
---From "Students with their families, Part 2, Chapter 4"

Can friendship truly exist among children? Can lifelong friendships be formed during school? Wouldn't simply cutting off interest in one another be the best option to avoid becoming perpetrators of school violence? Is it truly in the best interest of children to interpret people's words and actions solely through the lens of violence? … … I repeat, questions shape the direction of thought.
Language limits the scope of thought.
Our thoughts change depending on what we ask.
---From "Students with Friends, Part 2, Chapter 5"

First, why did I become a teacher? Second, what kind of teacher do I want to be? These two questions made me reflect on myself as a teacher.
It made me realize that we are people who do the same thing.
It made me feel like he was not just a teacher in the next class, but a colleague and comrade who was working together to teach the children well.
… … While working in a school culture that said, ‘Don’t bring what happens in the classroom out of the classroom,’ I became aware of the existence of a group of fellow teachers who were concerned about my work and shared their concerns.
As all teachers broadened their perspective on children and revealed their own methods of guiding student life in each classroom, which had been a kind of inviolable territory, a vibrant culture was created in which they could collectively consider and implement better teaching methods.
---From "Part 2, Chapter 6: A Teacher with Colleagues"

I believe that all parents want to raise their children well.
But there is no place to learn how to raise them well.
There is no time to learn.
Rather than sitting still and criticizing parents who are struggling against the wall of reality, I think it's better for teachers to teach them how to be better parents.
So, every week, we send you one parenting tip through our weekly study guide.
---From "Teachers with Parents, Part 2, Chapter 7"

A place that helps children develop the eating, sleeping, and exercise habits necessary for critical periods of development; a place that helps them understand the relationships between people and society, and between people and nature, and provides them with a balanced and broad perspective; a place that provides new and diverse experiences with others, helping them learn and cultivate intimacy instead of loneliness, and friendship instead of isolation.
Isn't this a school and a classroom?

---From "Exiting Words: School, a Place That Exists for the Betterment of All"