Abstract
Characteristics of teachers’ approaches in sharing ground rules(GR) for discussion were examined from the perspective of relationships in a homeroom activity out of class contexts. First graders’ interactions in a homeroom activity were interrelated by coding and interpretive analysis. The results were as follows. In the homeroom activity, the teacher encouraged the children to use gr through ideas and norms discussed in the homeroom activity as the 3 frameworks of GR (Self control of behavior, Active engagement with others, Understanding self and others through interaction) to review the conversation and behavior. The teacher created the opportunities to learn the 3 frameworks of GR, in a reciprocal relationship with the children, changing the topics flexibly, according to the conditions and the responses of the children. Through these processes, the teacher also compared and labeled present and past general school life behaviors of the children. These approaches were categorized 7 categories (Association with daily life, Fluidity of topics, Description of the past. Visualization of a sense of change (positive/negative), Self disclosure/emotional expression, Labeling of behavioral patterns, Encouraging thinking) and aimed at helping the first graders to learn GR, a part of the define and empirical knowledge shared by the class.
