《Everyone Participates in Class》(Middle School Edition) is a story about teachers who tried various methods and changes to make students with learning difficulties (including students with special education needs) participate in class.
Unlike the previous book, "All-Participatory Classes," which primarily focused on elementary schools, this book covers a variety of examples of how to encourage students to actively participate in learning and classes in middle schools without being excluded.


《All-Participation Class》(Middle School Edition) expands the awareness of the issue beyond the emotions and relationships with students with special education needs who have had difficulty participating in classes, to specific participation methods and evaluations.
Additionally, the authors share their experiences in utilizing support staff and even collaborating professors.


Three general middle school teachers present various examples and methodologies on how they engaged students in classes and guided their learning in music, science, and English.
The best key to solving integrated classroom problems, as seen through the classes of three teachers, is participation.
Teachers can increase participation by paying attention to and building relationships with the most marginalized students in their classes.
The authors of this book all say that a participatory class is a class where everyone participates together.
Through this book, readers will be able to find various clues for participating in middle and high school classes.

I've always believed that while it's important for classes to be fun, it's even more important for them to open their minds, so I was incredibly happy to think that I'd been able to touch the hearts of so many children.
--- p.25

Isn't class participation the beginning of a student's minimal openness to participate, communicate, and learn? I believe it's the teacher's role to ensure students feel like they're fully participating in the class and are part of it.
If you can add a word or a thought to the class, wouldn't you become the main character of the class and learning?
--- p.27

Only by understanding the reasons and circumstances behind students' behavior can teachers find a way to address them.
To listen to a student's story, you had to ask, and to ask, you had to first be interested and observe thoroughly.
--- p.34

How is individualized instruction possible in a classroom with more than 20 students per teacher? My initial doubts were resolved after I made a few adjustments during actual class practice, and I was able to achieve a near-individualized approach.
Even though a single teacher cannot be responsible for each student's learning from beginning to end, it is possible to help each student maximize their potential in the minimum learning area—the area that all students can learn.
--- p.43

This is because it lets the teacher, classmates, and yourself know that you are participating as the owner of this class.
Being clumsy in your expressions can be an answer, and being without any special reason or basis can also be an answer.
The courage to hear an answer that isn't the right answer.
I think perhaps this is the virtue we, as teachers, need most.
--- p.59

If you do it alone, you may not be able to fully grasp the meaning of the role, but if you do it together, you will feel it with your whole body.
This is the charm of a fusion class and a class in which everyone participates.
Teachers, please try it too.
It'll be fun.
Because it's possible if we're together.
--- p.67

Wouldn't the best way to encourage children's participation be to acknowledge each child's unique form of participation, and as a teacher, as I broaden the spectrum of my awareness and tolerance, participation will increase?
--- p.74

Perhaps, moving beyond the idea that participation is limited to those who are active and responsive, and embracing each student's participation and their own unique style of participation could lead to true participation, or "genuine participation."
--- p.98

Evaluation is a process of checking whether the taught content has been learned well, but it is also a process of confirming the student's own abilities through evaluation.
--- p.112

It is so sad for teachers to see young children become apathetic too early or shy away from learning and challenges.
So, I wanted to let students experience that if they challenge themselves and work harder without fearing failure, their chances of success increase.
Not evaluating only a cross-section of learning at a specific point in time has been effective in leading people to change and grow.
--- p.113

Shouldn't tests and assessments be considered tools and processes for learning? I decided to transform assessments into something that encourages re-challenge, using them as motivation and another stepping stone for learning.
--- p.115

Among students who are slow learners, slow learners, students with low motivation, students with intellectual disabilities, and even students who are apathetic, there is one thing that I find rewarding about students who have experienced success.
“I sleep in other classes, but I don’t sleep in your class.”
--- p.126

It wasn't easy, but I was able to solve some of my biggest problems by turning the students who were making class difficult into my allies and using them in class.
The best way to make a student my ally was to keep a close eye on him.
--- p.150

I don't expect much learning to happen in my one-hour class right away, but isn't learning the accumulation and transfer of knowledge and thought?
Learning occurs over a series of experiences a student has, and these experiences accumulate over time.
So, rather than focusing on immediate effects, I try to look a little further ahead.
--- p.189

Cooperative learning is the best opportunity to engage all students and maximize your growth and rewards as a teacher.
My experience so far has shown that a class where all students participate is entirely possible through collaborative classes created by teachers.
--- p.193

It is not easy to know what activities, motivations, and interests a student has.
So, it is true that continuous observation and various attempts are necessary.
Although it takes time and effort, there is nothing more rewarding and valuable than something that sparks your motivation and interest.
--- p.203

If you observe the students with a little more interest, you can find a clue.
Perhaps awakening apathy can also awaken humanity's potential and future. I believe so.
--- p.204

Learner diversity refers to the unique characteristics of each student, but it also means that a student's today and tomorrow may be different.
I always learn from my students that people are fluid and changing beings.
--- p.205

When your mind changes, your attitude changes, and when your attitude changes, your actions change.
The classroom climate must be mild so that students with weak minds and circumstances can flourish.
--- p.212

If a teacher doesn't have faith in students' growth, they won't be able to develop the resilience to rise again after challenges and failures, nor will they be able to develop the tenacity to correct mistakes and find the right answer.
--- p.216

Since Byul-i's disability is the inability to socially interpret his own actions, if we accept his disability, we must first try to understand what he is trying to say with his actions (the expressive function of his actions) when his actions are antisocial.
--- p.230

In order to create a school where each student is respected and educated according to their innate talents, where all students receive attention and support, I have personally found that having staff who can act as co-teachers is the best support.
For both students and teachers.
--- p.251

Rather than blaming the system and society that I cannot change, I want to focus on the lessons I can change today.
I am grateful that I have been given the power and authority to at least change my own classes, and I hope that my classes will help at least one student spread their wings.
I believe that a teacher's reward, joy, and reason for existence lie in teaching.
I believe that in a classroom, everyone learns together.

--- p.271