Over the years, I have encountered many different students in my classroom, but some of them leave a lasting story in my mind—one that I will never forget.

Javad was one of those students. He always sat at the back of the class, showed little interest in the lessons, and made just enough mischief to distract others. Not enough to cause major disruptions, but just enough to be noticeable.

For weeks, I tried various approaches to engage him, but nothing seemed to work. The conventional methods suggested sending him to the principal’s office, having him sign a commitment letter, or even applying disciplinary measures. But I have always believed that if a student has a problem in my class, it is my responsibility to find a solution.

One day, after class, when all the students had gone to the playground, I asked Javad to stay behind. In a calm and friendly tone, I asked: “Why don’t you pay attention during the lesson, and why do you keep disrupting the class?”

He hesitated for a moment, then asked: “Sir, if I tell you the truth, will you get mad at me?” I smiled and replied: “I promise I won’t. Just tell me why.”

He looked at me and said: “Because I already know everything you’re teaching. I get bored!”

His answer took me by surprise. I decided to test him. I asked a few questions from the next lesson—one I had not yet taught. To my astonishment, he answered all of them correctly, and not only that, but his explanations were clear and thorough.

At that moment, I understood why he was disengaged. But a more important question formed in my mind: How can I channel this hidden potential?

I looked at Javad and asked: “Would you like to be my teaching assistant? You can help answer your classmates’ questions and assist them with exercises.”

For the first time, I saw excitement in his eyes—an enthusiasm that had been missing before. He eagerly agreed.

When the students returned from recess, I made an announcement: “From this moment on, Javad is my assistant in this class.”

The students looked at him in surprise. But soon, the atmosphere of the class changed. Javad was no longer bored. Every time a student raised their hand, he eagerly stepped in, explained concepts, and helped them with exercises. And most surprisingly, the students listened to him attentively—because he spoke their language better than I did.

That day, I did not teach a lesson; I learned one. I realized that sometimes, a student’s problem is not a lack of knowledge but a lack of challenge. And sometimes, a simple shift in perspective—a small opportunity—can change the course of a student’s learning forever.

Sometimes, a teacher must become a student …

Psychological and Educational Analysis

Introduction

Challenging student behaviors are a common issue in classrooms, often stemming from a variety of factors, including learning difficulties, lack of motivation, and cognitive challenges. Traditional classroom management approaches typically focus on punishment and behavior suppression. However, research suggests that identifying the root causes of these behaviors and offering alternative solutions can be more effective.

Discussion

۱٫ Cognitive Challenge and Learning Theories

One of the main reasons for Javad’s inattentiveness was the absence of cognitive challenge. According to Piaget’s theory of cognitive development, effective learning occurs when a learner experiences cognitive equilibrium. If the content is too simple or repetitive, the learner may experience boredom, leading to disengagement. Javad already knew the material, so he disengaged.

۲٫ Motivation and Self-Determination Theory

According to Deci and Ryan’s Self-Determination Theory (SDT), three needs drive intrinsic motivation: autonomy, competence, and relatedness. Initially, Javad lacked all three. But when he became a teaching assistant, he gained autonomy, demonstrated competence, and felt valued—leading to intrinsic motivation and engagement.

۳٫ Peer-Assisted Learning and Role Theory

By transforming Javad’s role into “assistant teacher,” the teacher leveraged Peer-Assisted Learning. Students often learn more effectively from peers. Social Role Theory also explains that individuals adjust behavior based on roles; Javad’s new role increased his responsibility and positive behavior.

۴٫ Classroom Management: From Punishment to Motivation

Instead of punitive measures, the teacher used Positive Classroom Management—addressing root causes, fostering intrinsic motivation, and increasing participation. This improved engagement, strengthened relationships, and created a supportive environment.

Conclusion

This case shows that disruptive behaviors often stem from lack of challenge, not lack of ability. Punishment is ineffective; opportunities for active participation can transform behavior. Sometimes, a teacher must become a student—not to teach, but to understand and innovate for meaningful growth.