The classroom teacher dialogue, which was suffering communicatively relating to the student-teacher relationship, was analyzed in this study. Teachers who appeared in the EBS program , were subjects of the analysis in this study. The changes of teachers’ speech communication before and after consulting experts were studied by using the analysis framework of linguistic factors, paralinguistic factors, and nonlinguistic factors. For the case analysis of linguistic factors, five analysis frameworks were used: speech with evaluation versus speech with observation, unilateral speech versus empathetic speech, neglecting desire versus anticipating desire, controling and pressuring versus requesting and asking, and negative speech versus positive speech. For the case analysis of paralinguistic factors, speed, intensity, pitch, and the volume of voice were analyzed. Before consulting experts, teachers scolded students with a rapid, high-intensity, and high-volume voice. These teachers also showed their feelings using a sharp and determined tone. After consulting experts, teachers spoke genially with a relatively slow, middle-intensity, and mild-volume voice. For the study of nonlinguistic factors, the facial expression, posture, gesture, eye contact, and movement were observed. The aspects of desirable teacher communication deduced by analyzing the changed speech communication of teachers after consulting experts are as follows. First, teachers should speak to students with affection and careful observation. Second, teachers should speak to students with sympathy. Third, teachers should speak to students with their needs in mind. Fourth, teachers should speak to students by requesting and asking. Fifth, teachers should speak positively. Sixth, teachers should respond to students with a positive attitude. If teachers apply these speech communication skills with students, mutual respect and consideration can be possible, and a positive relationship between the teacher and student based on respect and love can be formed.