CASE 1Guiding a Student Through Smartphone Overdependence
This video shows how a student struggling with smartphone overdependence builds self-control and changes his behavior through “phone check-in” practice with his teacher.
Watch real classroom cases of student guidance in short videos.
※ All student names are pseudonyms.
This video shows how a student struggling with smartphone overdependence builds self-control and changes his behavior through “phone check-in” practice with his teacher.
This video shows a teacher who first apologizes for judging too quickly after hearing only one side, then listens to both students—helping them recognize their own mistakes and reconcile.
This video shows a teacher sharing with a student’s mother how frequent lateness can affect peer trust and the child’s self-esteem, and how home and school work together to help the student build an on-time morning routine.
This video shows a student who used to cry after losing a game learning to manage his feelings and accept the result. With patient support from his teacher and mother, he comes to realize that the joy of playing with friends matters more than winning.
Students who take value standards as their guide in life help, respect and care for one another, and live positively and vibrantly, each with their own gifts.
※ All student names are pseudonyms.
When Youngchan, who had drifted away from friends, tried hard to be considerate, the teacher asked the class for understanding and forgiveness. At recess, classmates were the first to pat Youngchan on the shoulder with praise, and everyone laughed together.
A child who lost friends through angerJungwoo, who was often late because of gaming, agreed to hand in the phone for a week. Even after the promise ended, Jungwoo kept handing it in, and by the second semester could manage alone.
A child overly immersed in gamingMina, who came alone to the teacher almost every period, gradually began coming with friends and a brighter face, and grew into a child who held back anger and kept promises to a younger sibling.
A child dependent through lack of affectionOnyu, a class president who had only taken care of their own work, began helping friends with cleaning after learning the value standard of love. A once-dark face that avoided eye contact brightened, and classmates nominated Onyu for a good-deed award and as a leader.
A once self-centered child※ All student names are pseudonyms.
Case 1 · Jinsu, 4th grade
Teacher:Jinsu, mark it yourself. A circle if it’s right, a cross if it’s wrong. A score you get by cheating isn’t your real ability. I hope you make the brave choice that lets you stand tall.
(A moment later, Jinsu brings back the answer sheet with a cross on it.)
Teacher:Thank you for choosing honesty. Being honest makes you feel proud and at ease, doesn’t it?
Student:(smiling brightly) Yes.
Case 2 · Cheolsu, after a fight with a friend
Teacher:Cheolsu, is lying right, or not right?
Student:It’s not right.
Teacher:Why isn’t it right? Who would it hurt?
Student:Youngsu… and it’s not good for me either. It can start a fight.
Teacher:So what would be good to do from now on?
Student:I shouldn’t lie, even as a joke.
Case 3 · Beomsu, 6th grade
Teacher:Beomsu, you usually don’t bring things you’re told not to, but you keep bringing this one. I’m not trying to scold you. I’m really curious.
Student:This toy is like my little brother.
Teacher:Do you feel anxious without it?
Student:Yes.
Teacher:Then how about keeping it in your bag and not taking it out during class?
Student:(face brightening) Okay!
What teachers said after our teacher training.
When I first faced parent complaints and a child’s unexpected behavior, I was flustered. But as I worked through it calmly, as I had learned in the training, I could look back on my own words and actions. I realized that small greetings and attention are the compost that helps children grow.
— Elementary school teacher, traineeTalking with parents, I felt irritated at first and had complaints. But when I thought from their side, genuine concern grew in me. I learned that pausing to think before speaking matters most for empathy.
— Teacher, traineeInstead of teacher-centered discipline, I learned the questions students truly need to solve problems and grow in character, and came to know what real guidance is. I’ll never forget the joy of first changing a student with the 3S (3-Step) Questioning Method.
— Kim ○○, elementary school teacherI learned that guidance must go beyond simple discipline and address root causes based on value standards. Instead of my old habit of resenting students, I now understand their side first, with a heart of helping and caring.
— Lee ○○, high school teacherThese classroom stories might encourage another teacher.