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Responses were different. Some student were very thoughtful and shared more stickers with less liked classmates. And some students were hesitant to share stickers at all.

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I observed mixed response. Few were kind but some need help to develop this competency

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Some students are hesitant and would not like to share they needed some support.

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It depends on the classroom and the students in that specific class their bonding and willingness each child possess the quality of kindness it needs to be mentored well to give it a proper direction.

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Children are more willing to show kindness to their friends.

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yes there are many children still in the comfort zone of their choosen friends and think it is kindness so i surely advice that some children really need the lessons of kindness

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some students definitely need for more help

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After providing instructions, children shared the stickers with their most liked friends, equal or more than half. But when there was a moment to share with least liked friends, initially they were not ready to share, but after a gentle reminder, and listening to a story, they were ready to share with them.

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When I did the task with my students, I observed that many children showed natural empathy and willingness to help, such as sharing materials and comforting their peers. However, some children needed gentle guidance and modelling to understand how to express kindness appropriately.

Yes, I believe some students need more support to develop the kindness competency. They may require explicit teaching, encouragement, and repeated opportunities to practice kind behaviours, as social-emotional skills develop at different paces in each child.

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When I did this task with my students, I observed that many children were naturally eager to share examples of kindness, such as helping a friend, sharing materials, or comforting someone who was upset. They enjoyed discussing these actions and relating them to their own experiences in the classroom.

However, I also noticed that some students needed a little more guidance to understand what kindness looks like in everyday situations. With gentle prompts, role modelling, and classroom discussions, they were able to recognise and practise kind behaviours. This activity showed me that while some children demonstrate kindness naturally, others benefit from more support and opportunities to learn and practise this important social-emotional skill.

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I usually see a mixed class some are very kind some need help to develop the competency of kindness.

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Every child has some unique nature

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Yes, as each and every child is unique with different abilities

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Some children naturally help their classmates and make sure tasks are completed together. Others may be shy or reserved, but gentle guidance helps them participate. During activities like Langar Seva, children learned to serve others and practiced gratitude. In the Daan Utsav drive, they eagerly shared their belongings with underprivileged children. These experiences help them understand the importance of empathy, sharing, and caring for others. Overall, the class environment encourages cooperation, kindness, and respect.

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In the class, some children are kind and helpful, always ready to assist classmates.

Some children are reserved or shy, and some don’t like sharing or participating.

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There are all kinds of students in the class. Some do random acts of kindness and some need examples and motivation to do acts of kindness

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Every child had different perspective to kindness. Some excitedly shred while others were asked to share.

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I have mix batch of students, some are very helpful and kind, while some are reserved and self centered.

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Observations like these highlight the importance of fostering inclusivity and empathy in the classroom.

Encouraging students to practice kindness and sharing with all peers can help build stronger relationships.

- "These insights can inform strategies for promoting social-emotional learning and positive classroom dynamics."

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They all are individuals with different personality traits.Some of them are so quick in showing kindness by helping anyone and some are little hesitant. They feel so good by sharing their food items with their friends on every Wednesday as we call it a SHARING DAY.

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through this interesting activity, I actually got to know that most students readily shared the stickers with their favourite peer but were reluctant to share with their least favourite peer. They had to be motivated, nudged and convinced to share with their least favourite peer.

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Students were feeling very happy and excited to share their stickers with their friends .

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Children were very excited while doing the activity. They were ready to share the stickers. They shared their likes and dislikes and their feelings. A few children were bit hesitant to share. They needed the guidance and counseling It helped them understand others better.This activity allowed them to interact with others and help them.

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During the kindness activity students shared their feelings and experiences .Students helped each other enthusiastically and cooperated well with each other.

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When I conducted the kindness activity with my students, I observed that most children were eager to help and share, showing empathy and cooperation naturally. However, a few students needed more guidance—they were hesitant, unsure how to respond, or focused on their own tasks.

Yes, some children do need extra support to develop the ‘kindness’ competency. For these students, modeling kind behaviour, providing structured opportunities to practice helping others, and gently reinforcing positive actions can gradually build their confidence and empathy skills.

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They shared most of their stickers with their best friends, but some children kept a little more for themselves. A few others shared generously with everyone. It was a mixed range of kindness shown by the children

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When I did the task with my students, I observed a range of reactions. Many students were quick to recall and share moments of kindness they had either shown or received. Some were eager to reflect, while others needed more prompting or examples to get started. It became clear that while most students understood the concept of kindness, their ability to recognize or express it varied.

Yes, I do believe some students need a bit more help than others to develop the 'kindness' competency. For some, kindness comes naturally or is modeled consistently at home. For others, especially those who may struggle with empathy or come from different social or emotional backgrounds, they may need more guidance, role-playing, or structured opportunities to practice kind behaviors. Creating a supportive and inclusive classroom environment plays a big role in helping all students grow in this area.

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Observations When Teaching Kindness in Classrooms

Students often respond positively when kindness is modeled and encouraged. When teachers create opportunities for cooperative learning and group activities, students naturally begin to practice helpful and supportive behaviors.

Some students jump right in to help others, showing strong empathy and kindness, while others may be more reserved or hesitant at first.

Younger students or those new to the concept of kindness may need explicit guidance and examples to understand how to act kindly, especially when it involves emotional intelligence like recognizing others’ feelings.

Do Some Students Need More Help to Develop Kindness?

Absolutely. Developing kindness as a competency involves more than just knowing what it means—it requires skills like empathy, self-regulation, communication, and perspective-taking, which develop at different rates for different children.

Students with stronger social-emotional skills tend to show kindness more naturally, while others may struggle due to shyness, past experiences, or social challenges.

Some students may need targeted support, like social skills training, role-playing scenarios, or discussions about feelings and respect, to help build their kindness competency.

Classroom culture plays a big role: A safe, supportive environment encourages even shy or reluctant students to practice kindness without fear of judgment.

In short:

Yes, some students do need more help and nurturing to develop kindness, and it’s important for educators to recognize this and provide differentiated support

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In the sticker-sharing activity, most children shared easily with favorite classmates but kept more for themselves with least-liked classmates. This shows some students need extra guidance to develop kindness toward all peers, not just friends.

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Students learnt that sharing is very important and if we help someone it gives us happiness also

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I did the activity a little differently. It was a conscious decision not to suggest the “least-favourite friend” bit. Kindness in class was celebrated through appreciation, and a conscious discussion if it actually brings happiness and joy at the giver and receiver’s end. The children who shared that they wanted to reciprocate kindness or wanted to help others because they were helped were celebrated and thanked.

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Some students needs more guidance and support to understand how to show kindness and work together with their classmates.

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kindness strengthens friendships ,improves mental health and create positive environment. The students learned sharing is caring. Some children need more attention and take little more time to underdstand

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the students learned that sharing is caring and showing kindness is a good act.

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The students actively participated in the task on kindness and showed great enthusiasm in sharing their ideas. Many of them demonstrated thoughtful behavior by helping their classmates, speaking politely, and showing respect toward teachers and support staff. During discussions, students gave real-life examples of how small acts of kindness—like sharing stationery, comforting a friend, or helping someone in need—can make a big difference. Overall, the activity helped students understand the value of empathy, cooperation, and caring for others, creating a more positive and friendly classroom environment.

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The students actively participated in the task on kindness and showed great enthusiasm in sharing their ideas. Many of them demonstrated thoughtful behavior by helping their classmates, speaking politely, and showing respect toward teachers and support staff. During discussions, students gave real-life examples of how small acts of kindness—like sharing stationery, comforting a friend, or helping someone in need—can make a big difference. Overall, the activity helped students understand the value of empathy, cooperation, and caring for others, creating a more positive and friendly classroom environment.

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Mostly children are eager to help their classmate who may be in some problem or need something.But there are children who feel shy or are reluctant to help others. Through the activity they learn that sharing is caring and been kind makes them feel happy.

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Yes, I am students understand the topic and activity very well while others need support and proper guidance for the project or activity given and even some students provide them extra assistance to make their project complete.

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The student learn that sharing is caring and involve themselves into many such small task to display kindness.

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yes, some students need more help but they loved doing so

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Sharing gives them a sense of happiness and the person who gets the things have a sense of belongingness.

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The students learned that sharing is caring and involved themselves into many such small tasks to display kindness

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When I did the task with my students, I observed that many children were eager to help and share, showing spontaneous acts of kindness like offering a pencil or comforting a peer. However, a few students struggled to understand how to respond or were hesitant to engage, indicating they might need more guidance and practice to develop the ‘kindness’ competency. This shows that while some children naturally exhibit empathy and helpfulness, others benefit from structured activities, modeling, and positive reinforcement to strengthen these social-emotional skills.

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Sharing is caring

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Yes, most of the stickers got distributed among the most famous students of the class

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Yes, I am students understand the topic and activity very well while others need support and proper guidance for the project or activity given and even some students provide them extra assistance to make their project complete.

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NA

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the children felt good after sharing stickers with classmates they were not particularly fond of

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When a classroom task involving kindness is observed, a teacher might notice varied levels of empathy, with some students quickly grasping the concept and others struggling to understand or demonstrate it, suggesting that some students do require more individualized support. To address this, teachers can implement strategies like facilitating caring circles, creating kindness buckets, and painting kindness rocks to encourage acts of kindness and provide opportunities for students to practice and internalize the competency.

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Many children shared stickers with classmates. extra attention was given to them to see if they are learning . they were asked how they felt about it.

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During a classroom activity where children were asked to help a peer clean up after playtime, some jumped in eagerly, offering support and kind words. Others hesitated, unsure of how to help or why it mattered. A few needed gentle prompting or modeling from the teacher to understand the value of kindness in action.

Why some need more help:

Kindness is a learned behavior, shaped by a child’s environment, emotional development, and social experiences. Children who come from nurturing homes often display empathy more naturally. Others—especially those who may not receive consistent emotional support—might struggle to recognize or express kindness without guidance.

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Some students shared fewer or no stickers. I spoke to them and also observed their behaviour in class, like sharing and turn-taking. During the kindness SEL activity, I will give them extra attention to see if they are learning. I will also show kindness to them myself and encourage classmates to do the same, then ask how it made them feel. Later, I will ask them to show kindness to their friends and reflect on how that felt too. SEL is not just random activities—it needs careful planning by teachers.