Prologue: A Classroom Where We Grow Together

Part 1: To lead a deep conversation

01 Develop the ability to see into the heart: Self-concept
02 Identify Recurring Conversational Patterns: Transactional Analysis
03 Approach with your heart and be honest: Self-disclosure

Conversation Skills Every Teacher Should Know

04 When the Classroom is Lonely: Humor
05 When Students Don't Understand at All: Nonviolent Communication
06 When Dealing with a Hurt Student: Empathetic Dialogue
07 When Encountering an Aggressive Student: Hapkido Speech Techniques for Self-Defense
08 When Guiding Rebellious Students: Leading Strategies for Persuasion

Part 3: How to Express Your Feelings Without Saying a Word

09 Going One Step Further: Nonverbal Communication
10 Conversational Ensemble: Speech

Epilogue Do you know the sound of happiness, an infinite resource?
Notes and References

Just being good at teaching doesn't make you a good teacher.
If it's just about imparting knowledge, AI might be much better at it.
A good teacher should be able to plant the seeds of change in the hearts of his students and lead them to a rich life.

True education begins with a healthy relationship between teacher and student.
How can teachers and students build trusting and respectful relationships? How can we treat students as independent individuals while still providing proper guidance and guiding them on the right path?

"A Classroom Where Hearts Meet - The Art of Consideration and Persuasion Teachers Need to Know" helps schools and classrooms become enjoyable and pleasant spaces for both teachers and students.
In Part 1, you can check your mindset as a teacher before learning conversation skills in earnest.
Chapter 1 examines teachers' self-concepts based on communication theories related to self-concept and examines how teachers' words influence students' self-concepts.
Chapter 2 uses transactional analysis theory to identify patterns in relationships between teachers and students and consider ways to foster positive relationships.
Chapter 3 introduces wise communication methods that reveal myself appropriately to students.
It would be more effective if you reviewed this first before learning the conversation method, but if you are curious about specific conversation methods, it is okay to read Part 2 first and then look at Part 1.

Part 2 covers conversational techniques that can be used in specific situations.
Chapter 4 introduces how to create a bright and cheerful classroom even if the teacher doesn't have a great sense of humor.
Chapter 5 covers nonviolent communication techniques for speaking to students in conflict situations without being coercive, and Chapter 6 covers how to communicate with empathy.
Chapters 7 and 8 of Part 2 are about dealing flexibly with somewhat aggressive situations, as the names of the martial arts, such as Hapkido and Judo, suggest.


Part 3 introduces the use of paralanguage and nonverbal language, which are not words themselves but convey greater meaning than words.
Chapter 9 explores the nonverbal messages that teachers unconsciously convey to students about their relationships, and Chapter 10 explores the importance of teachers changing their tone of voice to be warm and cheerful, and how teachers and students can work together to create harmony in their speech.
Even with the many administrative tasks and challenging situations both on and off campus, I hope that conversations and communication with students can bring joy and happiness to teachers.