Pausetive Model In Action → Teachers of Adolescent Children
Dealing with a classroom full of young adults? Our model helps teachers navigate through the challenging work of not
only being a teacher but sometimes an emotional comforter and a mentor.
Understanding Their World
Working with adolescents often feels like walking a tightrope. One minute, they seem like kids—next, they demand the respect of adults.
Middle school teachers often face a hidden contradiction. Adolescents walk into class looking like kids, but their brains are transforming fast. They crave independence but don’t know how to ask for it. They push boundaries—not always to be defiant—but because they’re figuring out who they are.
Teachers, on the other hand, have a full class to manage. Parents expect discipline. Principals expect results. And when one child constantly disrupts others, it threatens the whole class dynamic.
But what if the disruption isn’t mischief—but a message?
A Story from the Mind Gym
This story came to us from Nisha, a Social Science teacher in a semi-urban school, who found herself caught in a recurring conflict with one student—Arjun.
Nisha teaches Social Science to Class 8 students. Arjun had become a major source of disturbance. He would interrupt, make fun of quieter students, and refuse to follow instructions. Every standard method failed—warnings, punishments, calling parents.
“He just wouldn’t listen,” Nisha said. “And when I tried to talk to him like a child, he pushed back harder. It was like he wanted to challenge me.”
That’s when she had a realization: Arjun wasn’t just seeking attention—he was seeking agency.
Nisha took a mental pause. Instead of reacting, she started observing. What triggered Arjun’s behaviour? When was he calmer? Was he reacting more to control than to criticism?
She realized Arjun got particularly agitated when given instructions in front of others. But when asked privately, he responded better. His body language shifted when he was asked for help—not commanded.
She began to see the adolescent: not a problem to fix, but a person in transition.
Step 2: Identifying the Mind Muscles
Two mind muscles became clear:
Social Muscle: Arjun was navigating his social identity. He wanted to be respected by peers—but lacked the skills to earn that respect. So he dominated through disruption.
Motivational Muscle: Arjun didn’t respond to generic praise or punishments. He needed a sense of ownership to engage.
Step 3: Developing the Right Skills
Nisha made a quiet but powerful shift.
She created “Independent Research Corners” during classwork. Arjun was offered a weekly task: pick a topic from the lesson, research a sub-part, and prepare a mini-presentation for three classmates.
She didn’t frame it as discipline. She offered it as a challenge—“This is adult work. If you’re up for it, I’ll support you.”
He said yes.
Step 4: Reflect and Iterate
The first few weeks were uneven. He skipped some tasks. But slowly, he began showing up—sometimes with real insights. He wasn’t perfect. But he was no longer disrupting.
Nisha continued giving him adult roles—hall monitor for debates, feedback collector after presentations, assistant for project rubrics.
She didn’t treat him like a model student. She treated him like a growing adult.
From Defiance to Direction
Here’s how Arjun’s journey unfolded:
When we met him…
Now, he shows…
Disruptive in class
→ Curious when challenged with independence
Defiant when treated like a child
→ Cooperative when treated with adult respect
Seeking peer approval through bullying
→ Gaining peer respect through contribution
Teacher exhausted from conflict
→ Teacher hopeful from quiet transformation
Understanding Their World
Adolescents today are growing up in a digital playground. Screens are everywhere. But more than the screen, it’s the stimulation—instant feedback, bright visuals, rewards—that hooks their attention.
The challenge isn’t that students don’t want to learn. It’s that traditional learning can’t compete with the dopamine loops of gaming.
Teachers find themselves in a tug of war for attention. Learning feels slow compared to the rapid thrills of mobile gaming. As attention spans shrink, so does classroom engagement.
The real challenge isn’t discipline—it’s decoding attention.
A Story from the Mind Gym
This story comes from Meera, a middle school science teacher, who noticed a sharp shift in one of her students—Aditya.
Once curious and engaged, Aditya had recently become distracted. He stared blankly during lessons, often trying to sneak his phone under the desk.
A casual chat during lunch revealed the truth: he had become obsessed with a mobile gaming app.
But instead of reacting with reprimand, Meera did something different—she listened.
That’s when she realized: Aditya’s attention hadn’t disappeared. It had just been redirected.
So she decided to redirect it again—this time, toward learning.
Meera paused her usual responses. No scolding. No confiscating the phone. Just quiet observation.
She noticed how Aditya described the game—his excitement, his strategic thinking, his memory for levels.
This wasn’t distraction. It was focused attention—just aimed elsewhere.
That’s when she had an idea: what if this attention could be channeled into creating, not just consuming?
Step 2: Identifying the Mind Muscles
Two mind muscles became clear:
Attention Muscle: Aditya’s attention was not lacking—it was hooked on instant rewards. The goal was not to eliminate stimulation, but to reframe it.
Motivational Muscle: He thrived on challenge and progress. The same design principles that kept him playing could fuel his learning—if used intentionally.
Step 3: Developing the Right Skills
Meera collaborated with the computer lab teacher. Together, they introduced Aditya to simple game design tools.
They set a long-term project: build a basic game level.
He was given lab access and weekly milestones. Initially hesitant, Aditya began using Scratch—then moved to basic Python.
Instead of shutting down his screen time, they invited him to create what he used to consume.
Step 4: Reflect and Iterate
The change wasn’t instant—but it was real.
Aditya started coming early to school for lab time. He shared progress with friends. He even linked science concepts with his game ideas—designing levels inspired by physics and biology.
He wasn’t just playing anymore. He was learning through play.
And Meera? She didn’t push—she stayed nearby, nudging him forward.
From Distraction to Direction
Here’s how Aditya’s shift unfolded:
When we met him…
Now, he shows…
Hooked on mobile games
→ Creating simple games with coding tools
Distracted in class
→ Engaged in classroom ideas through digital links
Teacher concerned about screen time
→ Teacher using screen time as learning fuel
Avoiding schoolwork
→ Taking ownership of a personal learning project
Understanding Their World
Adolescence is not just a phase of physical change—it’s also a phase of silent exploration.
With easy internet access, adolescents often stumble upon content they’re emotionally unprepared for. When this happens, they don’t always talk. They withdraw.
Teachers—already stretched thin—may not always spot the signs early.
It’s not always defiance. Sometimes it’s confusion. Sometimes it’s shame.
And often, the only way back is through the door of non-judgmental listening.
A Story from the Mind Gym
This story comes from Lavanya, an English teacher for Class 9, who noticed a troubling shift in one of her most expressive students—Riya.
Riya had always been chatty with her peers, curious in class. But suddenly, she had gone quiet.
She avoided eye contact, didn’t talk during group work, and even during recess, stayed glued to her phone.
She completed assignments, but Lavanya sensed something deeper. Riya’s body was tense—as if she was waiting to be caught.
Lavanya decided not to confront—but to patiently observe and gently approach.
