prolog.
51 Tips for Transforming Your Classroom into a Community

Part 1.
Understanding and developing class groups
1.
Teacher, do you know how to manage a group? - Kim Hyun-soo
2.
3 Ingredients for Creating Classroom Collaboration - Kim Hyun-soo
3.
Teacher Leadership and Classroom Color - Koo So-hee
〃Learning Gift 1 for Understanding Classroom Group Psychology: Teacher Leadership Types Suggested by John Schindler
4.
Everyone's expectations for class life are different - Kim Hyun-soo
5.
The Classroom Develops - Koo So-hee
〃Learning Gift 2 for Understanding Class Group Psychology: Class Development and Collaboration Stages
6.
The Four Seasons of Elementary School - Gu So-hee and Jo Gyo-geum
7.
The Four Seasons of Middle and High School Classes - Choi Mi-pa and Ha Sang-beom

Part 2.
Understanding Classes, Peers, Relationships, and Structure
1.
How do relationships work in the classroom? - Kim Hyun-soo
2.
The Dynamic Structure of Classrooms as Seen Through Peer Groups - Kim Hyun-soo
3.
Understanding Relationship Aggression and Class Hierarchy - Assistant Professor
4.
Popularity, Acceptance, and Rejection in Peer Relationships - Kim Hyun-soo and Jo Kyo-geum
〃Learning Gift 3 for Understanding Classroom Group Psychology: The Development of Popularity and Acceptance in Friendships
5.
Secret Rules of Peers That Adults Don't Know - Ha Sang-beom
〃Learning Gift 4 for Understanding Classroom Group Psychology: Peer Pressure and Group Rules Imposed on Peers

Part 3.
The Secret to a Happy, Highly Capable Class: Belonging and Cohesion
1.
A sense of belonging in the classroom strengthens self-esteem and identity - Kim Hyun-soo
2.
The Secret to Building a Sense of Class Belonging - Kim Hyun-soo
〃Learning Gift 5 for Understanding Class Group Psychology: How can we do well in boring tasks by sticking together?
3.
The Relationship Between Class Cohesion and Friendship - Choi Mi-pa
〃Learning Gift 6 for Understanding Class Group Psychology: The Law of Friendship and Class Cohesion Plus Alpha
4.
Secrets to Increasing Classroom Participation - Choi Mi-pa
〃Learning Gift 7 for Understanding Class Group Psychology: Cohesion Changes Depending on the Type of Work Done Together in Class
〃Learning Gift 8 for Understanding Classroom Group Psychology: Summary of 6 Ways to Improve Classroom Participation

Part 4.
Communication: The Key to Resolving Classroom Group Psychology
1.
How do groups in a classroom influence each other? - Kim Hyun-soo
2.
Class discussions require preparation - Kim Hyun-soo
〃Learning Gift 9 for Understanding Classroom Group Psychology: The Bystander Effect / Schools That Don't Vote
3.
The whole class made a wrong decision: The difference between groupthink and collective intelligence - Kim Hyun-soo
〃Learning Gift 10 for Understanding Classroom Group Psychology: Four Trends in Classroom Management Failure / Components of Collective Intelligence
4.
Class Divisions, Deteriorating Relationships - Kim Hyun-soo
5.
Finding Conflict and Solutions in the Classroom - Kim Hyun-soo
6.
Setting Up a Class - Democratic Class Management - Koo So-hee
7.
Creating Classroom Discussions - Ha Sang-beom
8.
Creating a Class Pledge of Mutual Respect - Gu So-hee, Jo Gyo-geum, Choi Mi-pa, and Ha Sang-beom
9.
Creating a Communicative Class through Class Meetings - Koo So-hee, Cho Kyo-geum, Choi Mi-pa, and Ha Sang-beom

Epilogue

supplement
1.
Information on small but important environments and spaces for classroom management - Hyunsu Kim
2.
Creating Classroom Spaces to Promote Relationships - Koo So-hee and Choi Mi-pa
3.
51 Wisdom Lessons and Practices for Classroom Group Psychology, Applying Them in the Field - Assistant Professor Jo
4.
Division and Projective Identification in School Communities - Kim Hyun-soo

References

I would like to share this with teachers who want to look at classroom management from a new perspective, rather than from an individual perspective.
― From the individual to the class, to group psychology
― From the perspective of individual to peer relationships
― From a teacher who teaches individuals to a teacher who teaches groups

Teachers are group workers.
Right? But have you ever been properly trained on how to properly manage a class of 20 to 30 children?
If you ask yourself this question, you may feel quite embarrassed.
Also, did you know that a group isn't simply the sum of its individuals? No group is.
Why do good children sometimes turn cruel when they join a group? How can we understand the psychology of those who remain silent when alone, yet swear and shout when in a group? What does the sudden shift in children's attitudes in the classroom and the staff room have to do with the group?
When entering a classroom, how should a teacher deal with 20 to 30 children who collectively shout “Woo~~~” and act as a crowd?

Classroom management is becoming increasingly difficult due to students' collective actions.
The problem can only be solved by looking at the class from a new group perspective.
I wrote this book and created this training course to look at the classroom from a new perspective.
Primarily, I attempted to understand it from a social psychology and group psychology perspective.
I think that the group's pathological understanding and psychiatric approach will probably need to be explored more deeply in the future.
This task was also quite difficult.
There are many books that look at the classroom from an individual's perspective.
However, there are not many books that attempt to view, understand, and approach the classroom from a group perspective.
We acknowledge the many shortcomings of this book and express our regret to our readers, hoping that this will encourage further discussion in this area.

The 51 wisdoms presented in this book were newly created by compiling the most frequently asked questions and most fundamentally important points from teachers conducting remote training.
It's very common sense, but it can be said to be a principled thing.
The perspective on the classroom is still dominated by the individual's perspective.
But when individual children combine to form a group, the physical and chemical changes that occur produce results we cannot understand.
This is true both on the positive side and on the negative side.
When people who publish research on cruelty in groups, people who study violence in crowds, people who study school violence in Japan, they talk about classroom castes, what they all are surprised at is how each family's children, as fragile, kind, and innocent individuals, change in the field of their peer group, in the field of the collective called the classroom, in the field of the crowd called school where peers gather in large numbers, in ways we do not know or understand.
We need to understand why and how children change when they enter that environment.
We also need to understand how conditions are created for collective intelligence to be demonstrated when a group gathers together, how work can be accomplished together that cannot be done alone, and how even a blank sheet of paper is better when held together. We need to understand the possible methods for this process.
Because the strengths of groups are numerous, we organize into groups to live together rather than living separately.
What makes those strengths come to the forefront are cohesion, facilitation, confidence, identity, competence, and a sense of belonging.
This is also a factor that strengthens the individual belonging to the group.

I sincerely hope that this book will be helpful to many teachers, including new teachers, in re-introducing their classrooms and revisiting difficult ones.

- From the prologue