When I see difficult behaviour from a student, I try not to only react to the action but also think about the story behind it. For example, one quiet student later told me they were sad because of family problems, so I changed my response from discipline to care. To learn more about their story, I talk with families, watch how the student acts in different situations, listen when they want to share, and discuss with other teachers. These steps help me see behaviour as a message about their needs. From my experience, I suggest teachers balance classroom rules with curiosity, ask gentle questions like “I noticed you seemed upset today—would you like to share?”, build trust with families, and write down small observations that can show the bigger picture over time.