The Boy Who Cannot Sit Still
In a Class VI room with 34 students, Rohit, aged 11, leaves his seat nine times during a 30-minute lesson, taps his pencil loudly, calls out answers without raising his hand, and submits half-finished homework on three days out of five. His oral answers are often correct and quick; his written work is incomplete but not wrong. The teacher has moved him to the front, used a strict voice, and sent him to the principal twice; the behaviour continues. His parents say he is 'the same at home' and have not had a medical assessment. The school counsellor visits once a month. A unit test is in two weeks. Another teacher calls Rohit 'defiant and spoiled', and one parent has complained that Rohit disturbs the class.
1. What evidence should the teacher collect before deciding whether Rohit's behaviour is defiance, attention difficulty, or something else? Explain how the pattern would differ across hypotheses.
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The teacher should record antecedent, behaviour, and consequence for two weeks: time of day, task type, seating, noise, teacher instruction, peer reaction, and how long Rohit stays on task. Frequency alone is not diagnostic. If the behaviour is defiance, it should be selective and serve to escape a demand or gain attention; it would be lower during preferred activities and would escalate when the teacher gives a direct instruction. If it is an attention or executive-function difficulty, it should appear across settings and tasks, including preferred ones, and oral performance may be strong while written output is weak because of working-memory load and poor task completion. The teacher should also check hearing and vision, sleep, language comprehension, and whether the work is at the right level. The key distinction is across-setting persistence and response to structure, not a single label. The teacher should not diagnose ADHD, but should collect data that a counsellor or doctor can use.
2. Identify three classroom accommodations the teacher can implement immediately without a formal diagnosis, and justify each in terms of learning and behaviour.
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First, chunk written work into short segments with a visible checklist and a timer, because incomplete homework often reflects difficulty initiating and sustaining effort rather than refusal. Second, give a legitimate movement outlet, such as handing out worksheets or a two-minute errand between tasks, and use a private signal for calling out instead of public reprimand. This reduces the payoff of disruption and preserves dignity. Third, use preferential seating near the teacher, a clear visual schedule, and 'first-then' instructions, so that expectations are predictable and working memory is supported. These accommodations are low-cost and do not require a medical label. They also generate evidence: if Rohit's on-task behaviour improves with structure, the hypothesis of an attention or executive-function difficulty gains support. If he is equally disruptive during highly preferred activities, the teacher should reconsider the function of the behaviour.
3. How should the teacher communicate with Rohit's parents and avoid labelling him, while still addressing the complaint from another parent?
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The teacher should describe observable behaviour rather than character: 'Rohit calls out about six times in a 30-minute lesson and leaves his seat nine times; his oral answers are correct but written work is often incomplete.' Ask the parents about sleep, hearing, routine, and what helps at home; do not announce that Rohit has ADHD or is 'defiant'. Propose a shared two-week plan with a home-school note and a simple reward for completed segments. For the complaining parent, the teacher should explain the classroom plan without disclosing Rohit's personal information, and should state that the school is using structured support rather than punishment. If the behaviour persists across settings and the counsellor's visit is available, seek consent for a referral. This approach is ethical, evidence-based, and avoids the self-fulfilling effect of a label on a child who is already being called 'spoiled'.