209 Subjectifying Education and the Art of Living Together 6 group, the results of 50 interviews were evaluated: 15 with children in primary education and 35 with children in the early years of secondary education. In addition, 11 students from DCU’s teacher training programme completed the sentences. The children’s results were studied in three different groups, while the students’ results were studied in a fourth group. The groups reported their findings: • First group, studying child interviews: Much depends on finding the right words so that feelings can be expressed. The teacher is a great example in terms of bringing up feelings with the right words at the right times. The Bible story seems to be a good time for this in today's practice, but it soon seems to go back to the order of the day. However, the teacher is essential throughout the day via a personal gesture and a nod. In addition, professional help matters. In short, a safe learning environment is the basis of everything. • Second group, studying child interviews: The important point is being seen. Despite the fact that the teacher has his hands full with the order and lesson material, it turns out that personal contact, in particular, is very much appreciated by the children. An optimal focus on person formation is almost impossible for young teachers, but a master– apprentice construction (working with an experienced teacher) could help. Children seem to place special value on group discussion. It is striking that many children like it in primary school, while they often do not experience secondary school that way. This is a point from the children’s responses that causes great concern. • Third group, studying child interviews: First of all, it appears that a positive and safe group atmosphere is important for children. The group is important to students and, as a teacher, it is important that you are involved with your students. You need to see them and help them grow. It is important for a teacher to be aware of their own role model, expressing feelings and showing vulnerability. It can be helpful to put cards on your desk for each day, to remind yourself, as a teacher, to promote a group spirit and engagement amidst all the other teaching efforts required of you. In addition, it is important to observe, for example, during breaks and observe the process within the group. Teachers need concrete tools to foster personhood in students. • Fourth group, studying student interviews: The group is important to children, and a positive and safe atmosphere are essential. Really seeing the group and investing in a good and safe atmosphere, right
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