Behavior Categories

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Learning Goal

I can explore the reasons why behaviors are categorized.

Explore

Recap: Now that we explored setting up our classroom for success, letś discuss managing that success. Check out this video of students in a 2nd grade reading group.

Explain

In most cases, behavior is learned. Children reflect the expectations that are set and the examples shown by the adults and peers in their lives. (Epstein, 2008) This does not negate the fact that behaviors require rules and consequences. The most efficient way to develop these rules and consequences is by putting behaviors into categories.

We do this for a variety of reasons.

Some behaviors are age appropriate, and therefore require age appropriate responses.
Some behaviors are severe, regardless of age, and therefore require assistance from families or other professionals.
The frequency of certain behaviors also determines an increased risk of academic interruption, and therefore land students into a different consequence.

Apply

For this lesson, we will be exploring behaviors categorized as passive, aggressive, attention-seeking,

Your task: Review the chart and see which behaviors fall under which category.

Reflect: Have you encountered any situations where these behaviors have been present? Provide a short answer on typeform.

Categorizing Behaviors
Category	Definition	Behavior
Passive	Avoidant of dominating people and negative situations. Can have anxiety Self preservation (emotionally) from criticism or ridicule.	Avoids connections with people Shy No initiation of conversation Hides behind others Easily gives up Talks negatively of self
Aggressive	Overpowering or dominating personality Seeks control in situations Can be harmful with no regards for well-being Possibly reacting to abuse or neglect	Hostile: Rage, threats, intimidation Can be verbally or physically abusive to people, animals. or objects Oppositional: Engages in the opposite of what is asked Demands cooperation from others: to agree or give in Resists directions verbally and nonverbally Covert: Seems agreeable, but responds by engaging in the opposite of what is asked. Promotes an innocent personality, but sets problems up for others.
Attetion-Seeking	Difficulty with motor or attention Symptoms may be intensified by family or social environment May have conditions like anxiety, depression, or bipolar disorder. (we will not be looking into students with these disorders)	Hyperactive: difficulty with motor control physically and verbally fidgets struggles to stay in seat interrupts talks excessively Inattentive: difficulty focusing difficulty finishing tasks difficulty listening, remembering, or organizing

(Manzano & Manzano, 2003)

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References

Epstein, M. H. (2008). Reducing behavior problems in the elementary school classroom. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education.
EAB. (2023). (issue brief). Building A Better Behavior Management Strategy for Students and Teachers. Retrieved 2023
McKinney, A. (2023, July 7). Educator mindsets affect student performance. Teach. Learn. Grow. https://www.nwea.org/blog/2023/educator-mindsets-affect-student-performance/
Vanberbilt University. (2024). How can teachers increase the chances that their students will behave appropriately?. IRIS Center. https://iris.peabody.vanderbilt.edu/module/beh1/cresource/q2/p06/
Manzano, R. J., & Manzano, J. S. (2003, September). (PDF) the key to classroom management. Educational Leadership. https://www.researchgate.net/publication/283749466_The_Key_to_Classroom_Management
YouTube. (2012, February 28). Second grade students misbehaving in reading group. YouTube. https://www.youtube.com/watch?v=w4KLmUdczc8&t=5s