Categorizing Behaviors into Levels

Navigation

Previous Lesson | Next Lesson | Course Home Page

Learning Goal

I can categorize behaviors into levels.

Explore

Recap: Review our Behavior Chart from the previous lesson.

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)

Explain

Referring back to our video, what would you categorize the children´s behavior?

Understanding the categories of each behavior can support us in identifying techniques to implement and provide a structured environment students can thrive in. When looking at a student as a whole, school may be the only place where structure, challenges, and consequences can be addressed for their benefit. (Manzano & Manzano, 2003) As teachers, we have to address these issues, even if we don´t consider them to be a part of our job. This is where mindset comes back around to play an important part. We add so much to a child´s life beyond the curriculum we teach.

Apply

Your Task: Explore 3 scenarios on Google Forms . Using our table, answer the questions with the category each behavior would fall under.

Assess

Your task: Reflect on your experience throughout this unit on typeform.

Navigation

Previous Lesson | Next Lesson | Course Home Page

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