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One of the child, when i just started teaching years back was very much aggressive with other children, also he never use to obey any of the teacher. We asked him certain general questions, but he was not ready to answer. Later his mother was called and asked about his routine and what happens at home. Out of the conversation with his mother, we got to know, the child was not very good at grasping things, however child was good at sports. Parents back at home forced him to study. Verbal and physical abuse was used to make him do the homework or study. The child in the beginning stages of school life, not understood certain basic concepts and no help was given. So, the behaviour was understood.

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I don’t have personal classroom experiences, but I can share a realistic example from an ECCE/primary setting.

A child keeps interrupting during story time by calling out answers or making noises. At first, it looks like misbehavior or lack of discipline.

On closer observation, the child might actually be trying to communicate:

“I know the answer and I want to be noticed.”

“I am excited and cannot wait for my turn.”

“I need attention from the teacher.”

Or sometimes, “I am not able to sit and listen for long and need more active participation.”

In such cases, the behaviour is often not intentional disruption but a need for attention, engagement, or self-regulation support.

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A 7-year-old suddenly began having frequent tantrums during writing time—refusing to start, crumpling papers, and sometimes putting their head down and withdrawing completely. At first glance, it looked like defiance or moodiness. After observing and gently checking in, it became clear the child was struggling with organising thoughts and fine motor skills. Writing felt overwhelming, and the tantrum was a way to escape that discomfort. Support given

Breaking tasks into smaller steps

Providing extra time and reassurance

As support increased, both the tantrums and withdrawal reduced significantly.

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In my classroom a child was constantly throwing engaged blocka at other children in anger,I requested him to stop got him aside then came to know while studying with mother this iscthe way mother hits him throwing things at him.To make him learn and disciplines him.

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A child wasn't waiting to be called on to yell out the answer. It turns out that at home she had two older siblings that always got the attention that she so badly wanted!

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One of the incidents I recall was of a child in class who was quick to react and had anger issues He had a bit of a stutter which would worsen when he was agitated. This child would take every other child's action towards him as something that he had to protect himself from. He would immediately react without thinking if he felt his classmate had hurt him although it may have been an accident. He was unable to express his anger and frustration verbally. The child found it hard to look at another perspective and be empathetic.

Later it was found that the child's father also behaved similarly and the child was simply imitating his father.

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His/her disinterest

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His frustration

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Not as a teacher but as a mother before I involved into ECCE, my toddler use to play without using bathroom breks, and one day out of nowhere he was laughing and peed in his pants, he kept laughing lying on the floor and I can clearly see that hysterical laugh was due to embarrassment infront of his friends. And as I said I was a new mother still learning parenting do's and dont's started scolding him that why instead of reminding him to go to washroom he ignored and played, and at that time I was preparing meal, so somehow unintentionally I came with that warm spatula in my hand , and asking him to get up holding my free hand, he got scared that mama will punish him and jumped hurting his face with that spatula, that day I can never forget, and I decided to read every body language of my child and kids around me, be a parent or an educator or as a trainer. every action is a result of some emotion.

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I experience several time that some student who earlier was very good and actively participating in a academic and other cocurricular activity but suddenly stop doing the same. In one of the case when I discuss the issue with a girl student of my school I come to kn ow that her family forcing her to leave school and take care of household chores as mother is supposed tom work in the field to earn some money and father is refusing to pay her school fees. As she was an outstanding student I arrange a fee waiver for her by raising issue with our organisation which is supporting this school for quality eudcation.

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A specific example I recall is of a student who consistently avoided interaction during group tasks. She was highly intelligent and gave thoughtful, logical answers when questioned individually, yet remained withdrawn and inactive in group discussions. Initially, this behaviour could have been interpreted as lack of participation or poor teamwork, but later it became clear that she was being bullied by her classmates. Through her actions, the child was likely trying to communicate feelings of insecurity, fear, and a need for emotional safety rather than disinterest in collaboration. Her withdrawal was a protective response — avoiding group situations helped her reduce exposure to negative peer interactions — showing that behaviour often reflects an attempt to cope with an uncomfortable or unsafe social environment.

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A child in my class answers for all questions posted and doesnt not wait for her turns. It was due to her over attentiveness at home.

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Yes, I recall a child in the classroom who often remained quiet and did not respond even when the teacher tried to involve him in activities. He preferred to sit alone and rarely interacted with peers. Through observation, it seemed that the child might have been feeling insecure or lacking confidence, and his behaviour was possibly a way of expressing discomfort, fear, or a need for attention and reassurance.

His actions suggested that he needed a safe, supportive environment and gentle encouragement to feel comfortable participating in classroom activities.

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I recall a situation where a child in the classroom would often interrupt during lessons and call out answers without raising their hand. At first, it seemed like the child was simply being disruptive. However, after observing more closely and speaking with the child, it became clear that they were eager to participate and wanted attention and recognition from the teacher.

Through this behaviour, the child was likely trying to communicate their excitement to share ideas and their need to feel acknowledged. By giving the child opportunities to participate appropriately and praising them when they followed classroom expectations, their behaviour gradually improved and they became more confident in expressing themselves in a positive way.

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A child on grade 2 whose grip to hold pencil was not ready and the teacher asked to draw a sea beach and all that one see at sea beach the child did one small dots throughout the paper and coloured it blue. At this people laughed in the class so what we helped to do saying he has done awonderful job can anyone draw a star fish to decorate the page more.Can anyone draw a dolphin to make it beautiful. At this all run to him to complete the picture it was an embracing moment in the class.

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Two students argued over pencils during maths. I paused the task, used deep‑breathing and feeling words, then guided “I‑statements” and turn‑taking. Their behaviour showed a need for fairness, respect, and being heard, and it became a real SEL learning moment.

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I remember a time when a child in my class threw a tantrum during a lesson. The child was upset because they couldn't find their favorite pencil, and it was causing them a lot of distress.

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The child must be seeking attention of the teacher or peers. Some children are unheard at school or at home, so make their presence felt such behaviour is adopted.

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There is a child in my class who likes to interact with his peers. He likes to hug and kiss other children. I explained him that it is not liked by other children and they complain to me. When i discussed with his parents i got to know that he has no friends and siblings at home.

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May be child wants to grab the attention of everyone towards him as there is no one to listen to him at his own place.

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Maybe he needs some extra help finding ways to make writing more fun or manageable? Like maybe breaking tasks into smaller bits or using some other way to make writing less tedious.

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I once had a student who constantly interrupted the class by calling out answers before anyone else. At first, it seemed like he was just being disruptive. Later, in a private chat, I learned he was anxious about being ignored and wanted to show he knew the answers. Through his behaviour, he was really trying to communicate a need for attention and encouragement. Once I acknowledged his efforts and guided him on taking turns, his participation became more positive and focused.

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There was a child in my class who was very active, well-mannered and out-going. After a few months I started noticing a sudden change in his behaviour. He would sit quietly, not submit his assignments on time, started picking up fights with his peers. When I spoke to him personally, I found out that his younger sibling had been very unwell recently, as a result of which his parents were busy tending to him, visiting hospital. This child felt neglected at home. I discussed with his parents and tried to offer him as much support in the class as possible. He reverted back to his out going self soon after that.

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A disruption out of the blue or out of character behaviour of a child is always an indication of change in this surroundings. It is important to notice such cues immediately. and address them.

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Yes I have a child in my class who is intelligent in studies but not ready to do their work on time or without reminders because he don't want to write and always moving in the class.

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There was a child in my class who was very interactive. One day I saw him sitting alone and not talking to anyone. He was even not giving response to the funny actions of other children. I talked to the child but could not find any solution. Then I talked to his parents and they told me that there was a sudden demise of his grandpa with whom he was very much attached. Then i found that he was emotionally disturbed by this incident.

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In my class there was a student who scribble i notebook of others but when I asked why he didn't answer me. He was feeling sad and aggressive.

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A child in my class continuously diturbs the class by answering questions or sharing his observations .I had a discussion with him ,he shared that children are not ready to be his friends.

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In my class, a child repeatedly threw paper at classmates but was unable to explain why. This behaviour may have been his way of expressing frustration, seeking attention, or conveying unmet emotional needs or anxiety. Since he couldn’t put his feelings into words, the misbehaviour became a way for him to communicate emotions he couldn’t yet express verbally.

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Example: A normally active child started staring at an empty chair. When asked gently, they said it was where their friend used to sit before moving away.

Meaning: The child was likely feeling sad or lonely and expressing their emotions through silence and stillness.

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Yes, I recall a specific example from my classroom.

A 5-year-old child would often interrupt lessons by calling out answers loudly, talking over others, or making unrelated comments. At first, it seemed like attention-seeking behaviour. However, after observing closely and speaking gently with the child, I learned that he was feeling insecure and worried that if he didn’t speak quickly, he would be ignored or “get it wrong.”

Through his actions, the child was likely trying to communicate:

“I want to be heard.”

“I need reassurance that I’m doing okay.”

“I’m excited but unsure how to wait my turn.”

Understanding this helped me adjust my approach—giving him a visual cue to signal when he could speak, praising his efforts to wait, and offering more one-on-one time. Over time, his behaviour improved as his emotional needs were met more effectively.

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Yes, I remember a child who usually loved group play suddenly sat alone during free play, refusing to join others. Through this behaviour, the child might have been trying to communicate feelings of sadness, frustration, or being left out. It was their way of asking for support or understanding without using words, showing the importance of observing non-verbal cues and responding with care.

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Yes, there was a student in my class who used to shout on every matter and when I talked to her parents then I got to know that there is a dispute between both parents.

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a neglected child in an ECCE classroom who often displayed difficulty concentrating, was frequently withdrawn, and had trouble completing tasks independently. This child sometimes showed disruptive behavior or outbursts without clear triggers. Such behaviors may communicate deeper needs for attention, security, or support that the child is not receiving outside school.Through their actions, the child might be trying to communicate feelings of insecurity, fear, or unmet emotional and physical needs. For example, withdrawal and lack of focus can signal a child feeling unsafe or emotionally neglected, while outbursts might be expressions of frustration or anxiety. Their behavior may be a way to seek care, connection, or structure that they lack at home.Understanding these behaviors as communication helps teachers respond with empathy and create supportive classroom environments that promote emotional safety and encourage learning

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a neglected child in an ECCE classroom who often displayed difficulty concentrating, was frequently withdrawn, and had trouble completing tasks independently. This child sometimes showed disruptive behavior or outbursts without clear triggers. Such behaviors may communicate deeper needs for attention, security, or support that the child is not receiving outside school.Through their actions, the child might be trying to communicate feelings of insecurity, fear, or unmet emotional and physical needs. For example, withdrawal and lack of focus can signal a child feeling unsafe or emotionally neglected, while outbursts might be expressions of frustration or anxiety. Their behavior may be a way to seek care, connection, or structure that they lack at home.Understanding these behaviors as communication helps teachers respond with empathy and create supportive classroom environments that promote emotional safety and encourage learning

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a neglected child in an ECCE classroom who often displayed difficulty concentrating, was frequently withdrawn, and had trouble completing tasks independently. This child sometimes showed disruptive behavior or outbursts without clear triggers. Such behaviors may communicate deeper needs for attention, security, or support that the child is not receiving outside school.Through their actions, the child might be trying to communicate feelings of insecurity, fear, or unmet emotional and physical needs. For example, withdrawal and lack of focus can signal a child feeling unsafe or emotionally neglected, while outbursts might be expressions of frustration or anxiety. Their behavior may be a way to seek care, connection, or structure that they lack at home.Understanding these behaviors as communication helps teachers respond with empathy and create supportive classroom environments that promote emotional safety and encourage learning

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During a class activity, one of my students threw a tantrum, refused to complete the work, and began disturbing other children. Instead of reacting with strictness, I chose to approach the situation with calmness and care. I spoke to the child gently to understand what was bothering him.

Later, after discussing the matter with his parents, I learned that there had been a recent change at home — a new baby had arrived, and the child was not receiving the same level of time and attention as before.

Understanding this, I realized that the child’s outburst was not simply disobedience but a call for attention and emotional reassurance.

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The child might have been trying to communicate a need for help, attention, or guidance. Their actions could also show frustration, curiosity, or a desire to participate, even if they couldn’t express it in words.

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Specific example:
In my classroom, there was a child who often avoided group activities and sometimes threw crayons when asked to share.

What the child might have been trying to communicate:
Through these actions, the child could have been expressing frustration, anxiety, or a need for attention. Avoiding group work might indicate shyness or lack of confidence, while throwing crayons could be a way to voice feelings they couldn’t put into words. Essentially, the behavior was a signal that the child needed understanding, guidance, and emotional support, rather than punishment.

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A child in my class would frequently oscillate between being a happy, active learner to a quiet, temperamental presence in class. It took me a few months of observation and interactions with the child and the parents to figure out that it was due to the extensive work-related traveling by the parents that resulted in this behavior of the child. The child’s feelings of anxiety, loneliness, frustration, separation from the parents, etc were all addressed over a period of time in collaboration with the parents.

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Rohan aged 6 years , frequently disrupted the class , interrups the teacher , throws his stationery and has outbursts when asked to start a new activity. Rohan may be seeking control or independence in the classroom .He might be seeking attention from the teacher or peers ,difficulty with a particular subject or task might be causing frustration. So the first step was to identify the triggers that made him disruptive, tried to praise and reward positive behaviour. Help Rohan develop coping strategies and tried to adapt teaching methods to meet Rohan's needs.

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ut after spending time observing and speaking with him, it became clear that Aarav was struggling with anxiety and a deep need for reassurance. He had recently experienced a change at home—his parents had separated—and he was trying to regain a sense of control and connection in the classroom. Through his actions, Aarav was likely communicating, “Notice me,” or “I need help feeling safe.” By offering him consistent routines, gentle redirection, and moments of one-on-one attention, his behavior gradually improved, and he began to participate more calmly and confidently.

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"I recall a child who would often hide under the table or lock themselves in the bathroom, seeking attention. Their tears would subside only when I offered a comforting hug. In hindsight, these actions were a clear indication of their deep-seated need for emotional support and reassurance."

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A child in my class used to get a specific toy to school in order to comfort himself as his father was travelling due to some work.

This is an example to cope his anxiety of separation from his father.

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Yes, I recall a specific instance when a usually cheerful student suddenly started throwing his pencil and pushing his chair around during a math activity. At first, it seemed like typical misbehaviour, but I noticed he avoided eye contact and his hands were trembling. I realized he wasn’t seeking attention—he was expressing frustration and anxiety he couldn’t put into words. Through gentle conversation and giving him a quiet space to calm down, I learned that he was struggling with feelings of inadequacy and fear of making mistakes in front of peers. This behaviour was his way of signalling deeper emotional stress.

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I had a child who would hide under the table or lock himself in the bathroom to get attention. He would cry a lot unless I went over and hugged him.

Through these actions, the child was communicating a need for emotional support and reassurance. His behaviour showed that he wanted to feel seen, safe, and cared for, and he was using the only way he knew to express that need.

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I think the child is trying to show his/her aggression that he/she is not getting the attention and care of his/her parents which he/she deserves.

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A GRADE 2 STUDENT OF MY CLASS OFTEN KEEPS ON MAKING SOUNDS IN THE CLASS.HE IS A VERY INTELLIGENT CHILD BUT UNABLE TO REGULATE HIS EMOTIONS BECAUSE BOTH HIS PARENTS ARE WORKING AND NOT ABLE TO SPEND QUALITY TIME WITH HIM. SO HE HAS FOUND OUT THIS WAY TO GRAB ATTENTION AND MAKE HIS PEERS TALK ABOUT HIM.

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once a very bright child in my class started behaving differently. made a lot of mistakes in assignments too. after a few conversations it came to light the child was feeling ignored at home due to the birth of a sibling. With proper guidance and counselling in school and home slowly child's emotions started changing and the child felt secure

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a child who is struggling with a task might act out to avoid it, or they could be communicating a need for approval or that they are frustrated by their inability to express themselves verbally.

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it has been observed children usually throw tantrums when it comes to sharing things with peer group, this may be related to fear of losing .

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One child often interrupted lessons by calling out answers before being asked. At first, it seemed like he was simply trying to be the center of attention. But after a few quiet conversations, his teacher discovered that Ravi felt anxious about being overlooked and struggled with reading. Interrupting was his way of staying engaged and masking his insecurity. With consistent encouragement, small reading tasks, and praise for listening, Ravi gradually began to participate more calmly and confidently. His behavior shifted once he felt safe, seen, and supported.

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one of my student often interrupted lessons by calling out answers before being asked. At first, it seemed like he was simply trying to be the center of attention. But after a few quiet conversations, his teacher discovered that Ravi felt anxious about being overlooked and struggled with reading. Interrupting was his way of staying engaged and masking his insecurity. With consistent encouragement, small reading tasks, and praise for listening, Ravi gradually began to participate more calmly and confidently. His behavior shifted once he felt safe, seen, and supported.

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A child in my class started crying and refused to pick up the number cards when we were doing a counting activity. I think she was scared of getting the answer wrong and didn’t know how to say that. Maybe she was showing her fear of maths by refusing to join in.

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One child in my class threw the crayons on the floor when it was time to share with others. I think he was upset because he didn’t want to give them up and couldn’t say it with words. Maybe he was trying to show he felt frustrated or angry about sharing