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I am now going to be able to see a child’s reaction as a more serious issue

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i have learned that student behavior is not always simply a result of motivation or character. trauma and a students stage of development can affect how they respond to situations.

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Trauma can shape a child's behavior. We need to be mindful and encourage communication.

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I think it depends on the child. I have see some children act out and then i have seen some take it as i want to be better then what i have been through.

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I now am able to see students behavior through the developmental lens and understand why they behave the way that they do

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Most children show trauma in different ways. some show through their emotions and mindset. some show through their behaviour

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i think both. All children are different some could just be expressing how they feel in that moment. Or it could be from trauma and its showing through their behavior.

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I usually view it as a part of their character or motivation. It is hard to use a developmental lens with the young ages I work with, but it is not impossible.

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I think there are reasons behnind their tantrums or when they are distant. I try to see the reason behnind it and help as much as I can.

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I've always been fascinated by early childhood development, so 9 times out of 10, I watch behavior through a developmental lens. Most often theres a reason behind their bad behavior and it's not based on character.

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Some children's behavior reflects their emotions or the way they would like to be treated.

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After going through many of the trauma smart lessons, I have been able to see things through a developmental lens during my last few years at my center. This allows me to see that children are attempting to get needs met instead of trying to provoke, disrespect or manipulate the adults in the situation.

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It is interesting that as children develop, trauma manifests different ways. I see it most in the younger ages, toddler/infant. It is a good reminder that when children are not grasping concepts or understanding the curriculum, it is important to stop and think if there may be a bigger reason why.

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After learning more about the developmental effects of trauma, I am much more likely to view student behavior through a developmental lens rather than as a reflection of motivation or character. The table illustrates how trauma can affect memory, inhibition, and cognition at different stages of development. For example, an elementary student who struggles with organization or loses details may not be lazy or dishonest, and an adolescent who acts impulsively may be responding to the effects of trauma rather than intentionally making poor choices.

This understanding reminds me to approach challenging behaviors with curiosity and empathy instead of judgment. Rather than asking, "What's wrong with this student?" I can ask, "What might this student be experiencing?" Viewing behavior through a trauma-informed lens will help me provide appropriate support, build trusting relationships, and create a classroom environment where students feel safe, understood, and capable of learning.

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I think a child’s behavior could be a factor of different things. It could be from having a difficult time communicating, lack of sleep, or even home environment.

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I think this is a really interesting question- I admit sometimes I see their behavior as linked to their character, not just how they're feeling about my class in secondary school. More patience may be required on my part.

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I feel like behavior is communication. When a child has a hard time communicating it can cause behavior issues. But looking back at what we just read it could be trauma. So it will take more evaluating to actually figure out for sure what it is.

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A child not meeting developmental milestones has not typically led me to immediately consider trauma as a contributing factor. However, when children display acts of aggression, I have begun to recognize that these behaviors may be a form of communication and could be connected to trauma, stress, or other adverse experiences. This understanding encourages me to look beyond the behavior itself and consider what the child may be experiencing or trying to communicate through their actions.

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I would say a mix of both. Behavior is communication and regardless of the motivator it indicates that "something" is triggering the observed behavior

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i tend to think about it both ways, becuase my own children experienced trauma when they were very small and it impacted the way i see other children, i think it is important to know your classroom children and the background they came from so that it is easier to understand why they behave the way they do so that you can pinpoint if the behavior is developmental related or a trauma response.

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I have found that behaviors are key indicators into trauma that might be occurring outside of the classroom. Students who have experienced trauma, then are put in a new classroom especially in Early Childhood don't understand how to communicate what is going on. It is important to develop a trusting relationship and encourage openness and understanding.

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I see student behavior as a form of communication. They are expressing themselves.

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Sometimes I feel like their motivation is their character and other times I feel like their character motivates them when Im not looking at it from a trauma sense but the more knowledge I gain from this course the more I understand that it's the trauma that motivates their character because or maybe it's all that they know. Their true character is submerged by ongoing events that motivate behaviors.

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I see student behavior as a form of communication. Especially once I get to know my students in the first few months of school, I am able to see when a behavior is out of character and I can attempt to understand what the root cause may be. While that does not mean that disruptive behavior should be ignored, it does allow me to approach the student with more empathy and understanding.

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I tend to look at student behavior through a developmental lens because of my psychology background. However, at times some behaviors can get so out of hand that I can forget in the moment that it is a symptom of circumstances, not a character flaw. I try to be accommodating and to avoid reenforcing the thoughts that cause the behavior-- send them for a walk, allow them time to cool down in ways that you learn work throughout the school year

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Knowing a Child's background or the type of environment they are around can easily show through their behavior. This is a good reason we should not label children. We need to love.

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At times I often forget to look at the why when working with a child. I think it is easier to associate the behavior with older children and not always the younger ones. That is something I would like to take away from this training, acknowledging that trauma and behavior can occur at all ages.

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I think I sometimes initially view student behavior as a result of their motivation or choices, especially when a behavior happens repeatedly. However, learning about trauma has helped me look at behavior through a developmental lens instead. A child who is having difficulty following directions, controlling emotions, interacting with peers, or staying engaged may be struggling with skills that have been affected by their experiences. Instead of assuming a child is choosing to be difficult, I can ask what the behavior may be communicating and what developmental support the child needs. This perspective is especially important with young children because they are still learning how to identify emotions, communicate their needs, and regulate their behavior. Looking at behavior this way helps me respond with patience, consistency, and support while still teaching appropriate expectations and skills.

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Behavior - Motivation, Character, or Developmental

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Behavior - Motivation, Character, or Developmental

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After reviewing the previous table and reflecting on former experiences with my students who have experienced trauma, I believe that the function of student behavior is unique to each individual student. For some, the function of behavior is to get a desired outcome or avoid an unwanted outcome. For others, the function of behavior was just another demonstration of an individual’s character. And for some others, the function of behavior was where they were developmentally

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Seeing student behavior as a form a communication. The developmet lens is very important to consider

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Individuals.  That is what makes us so unique is our individuality and how we approach or react to each situation is due to a combination of nature and nurture; a combination of how we are innately and how we react to the circumstances we are given in life. This question is difficult to answer because it is both -

Our character is influenced by our life experiences.  If we have traumatic life experiences, our character and motivation on how to react to further experiences is going to change.

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Based on the age of the child and based on the trauma makes it different for all ages. Ive worked with 7yrs and below and they all look different for what it looks like and the younger they are the more aggressive and all the trauma behavior to go with.

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I see them both because each student is different. I use positive reassurance and model things, and explain things to children when they are making poor choices.

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I believe both to be true. Each student is different. In either case, I like to model appropriate behavior and give positive behavior support as opposed to negative consequences to behavior out of their control without guidance.

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I think often times my perception of the behavior depends on the behavior itself. For inattentiveness in class or task avoidance, unfortunately, I tend to view it as a matter of motivation. Moving forwards, I aim to think differently

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It depends on how well I know the student...

Because my student population has a high incidence of ACEs and trauma, if they were new to me, I would look at them through the lens of the developmental chart.

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Usually I would think of the behavior through the lens of motivation and character rather than through the development lens. I see how it is important to consider the development lens as well.

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Each behavior happens for a reason. This module stated "what's down the well, comes up in the bucket." - so what the child has experienced or is feeling will ultimately have an affect on their outward behavior, which is why it is important to dig deeper into what is causing behaviors rather than be reactive to them.

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I typically see student behavior as a function of their motivation and character but understand how the developmental lens impacts the way they show up and interact with their surroundings. As educators, we understand that behavior is a learned function - so if it's not properly taught, it won't be properly utilized or understood.

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I currently view my students through a developmental lens and strive to understand their motivations for why they are doing something.

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I think the behaviors are often just a small sign of what they are going through but aren't ready to share.

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I believe it is important for positive and expected behaviors to be modeled and encouraged. With stressors and other factors happening within the home, on devices, etc. students may not always have the best model for positive behaviors.

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Another person said something similar to what I was thinking: behavior is learned. Most of the behaviors children exhibit are behaviors they've already been exposed to. But if you look through a developmental lens, the thought of the behavior is different

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It's important to look deeper into behaviors. They stem from something bigger and it needs to be looked at.

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When you know the child's background you can relate the behaviors

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When you know the child's background you can relate the behaviors

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A child behavior changes and it shows if anything happens at home it can reflect to how a child's behavior in the class.

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I believe kids behavior is based on how they are treated and it's a cry out for help

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I try to view student behavior through a developmental lens rather than assuming it reflects motivation or character. This helps me consider what skills the student may still be developing and respond with patience, support, and opportunities to learn more appropriate behaviors.

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Students will mimic what infuences them. Influences can be good and bad and their behavior will clearly depict that. When we recognize behavior it is often responses to what has been around them.

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i believe that a childs behavior starts at home, a child will often mimic their parents or anyone else they know very well. This doesnt mean a childs behavior always starts there. A child can grow their own behaviors by learning.

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A child's behavior is a function of motivation and environment rather than character. When you view behaviors through a developmental lens and see the big picture it is easier to meet their needs.

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I do think of behavior as a reflection of character. Its part of our jobs as educators to help encourage/teach children expected behaviors. But just like any other child those with trauma will need accommodations even in their learning of behaviors.

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When looking through a developmental lens, I can look through the behaviors and be more sensitive to the "why" this is happening. It helps me be more intentional in my reactions, and helps me know how to be proactive in the classroom moving forward.

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I believe everyone one behavior is cultivated different to just categorize. We all have character traits that defines us but life at time navigates those expressions

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I see student behavior as a function of character.

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Behaviors can have deeper issues, but are generally related to something, lack of sleep trauma, etc

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Behaviors can have deeper issues, but are generally related to something, lack of sleep trauma, etc

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Behaviors are often because of deeper issues , even if it's not trauma related. Trying to get a team of teachers on board is helpful

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I think it is important to look at behavior through all lenses. We need to consider character, motivation, and development when dealing with children and their emotions and behavior. Not only do we need to consider what a child is trying to communicate through behaviors, but also how behaviors may change or be different and what is that communicating about the child as well.

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I think that students for me with the age group that I work with usually show their behavior with their development rather than their behavior most of the time, but when it comes to trauma, they will use their trauma to halt their developmental and it can cause some hazards along the way.

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I think it can be hard to separate behavior from character. I also think that some Childrens behavior may be similar to someone dealing with trauma but could also be a learning disorder, so it could be hard to know if it's something trauma related or biological.

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i think their behavior can be a combination of things which can effect their learning and being able to interact with friends it takes patiants and understanding to help them grow

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Tip of the iceberg model was very helpful.

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It is important to recognize that behaviors are often reflective of larger issues or things happening in a child's life.

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As was stated earlier in this module, "What's down in the well, comes up in the bucket." In other words, In other words, the trial releases what's already in the heart.

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I believe it can be a result of both.

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knowing how you're children act and how they are on a daily basis is so helpful for if or when they are starting to change or act different.

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It is important to know a child's behavior and what they like and not like because this helps the caregivers to know more about how the child feels.

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Knowing your students and watching their body language can assist you in determining when they are feeling frustrated, angry, etc.

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It can be hard not to see students' behavior as a function of their character. Sometimes it is hard to separate their actions from who they are as developing people.

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It's interesting how we talk about delays in development but don't have the tools to support those students as general education teachers.

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Body language and emotions are a type of communication.

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Again, in a reflection of being human, acknowledgment of trauma responses vs one's character is key. When we only look at surface values, we see character...they are rude, they are disrespectful...so on. But when we look beyond that, we can see in most cases, they are scared, they are confused...they need guidance. And it is certainly easier said than done.

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I typically see behaviors as a combination of all three areas, but mostly environmental. Character can help, but development in a certain environment is very important.

I also think it is important to build strong relationships with students in order to find out what their motivations are in their behavior.

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Students may show behaviors like fighting with peers, impulsive decision making, and lack of judgement due to trauma.

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Delays in reaching developmental milestones

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Typically the body language, communication, and general grooming are major indicators.

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I tend to catch myself defaulting to motivation or character first, especially when a student seems disengaged or resistant, before stopping to consider what developmental or trauma-informed factors might actually be driving that behavior. Being aware of this tendency is pushing me to pause longer and ask what a behavior might be communicating rather than assuming it reflects a student's effort or attitude.

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I think I have become more likely to view student behavior through a developmental lens rather than assuming it reflects their motivation or character. Learning about trauma has helped me realize that challenging behaviors can be a response to difficult experiences instead of a choice to misbehave. This perspective encourages me to respond with patience, empathy, and support instead of making quick judgments.

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I think it can sometimes be easy to see their behavior or what causes it

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Typically, what you see is really the "tip of the iceberg," as many other issues lie beneath the surface.

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I think it can be easy to see student behavior as a choice or a reflection of their motivation, but this reading reminds me to look deeper. Students may be reacting to experiences that have affected their development and ability to manage emotions, make decisions, or handle challenges. Moving forward, I want to be more intentional about considering what might be behind the behavior and how I can support the student.

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I believe I already answered this, but just in case...I believe that behavior is the manifestation of whatever a child is thinking, feeling, and experiencing. Children who develop in nurturing, loving home environments are more likely to have that exemplary behavior every teacher longs for. However, students who act out are also manifesting what their lives have been like outside of school. Trauma, neglect, and other negatives at home hinder development and, therefore, behavior. Such students need to be given a chance to rise out of such circumstances.

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Behavior is communication and I am always curious regarding what it is that a child is attempting to communicate.

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Reflecting on my practice, I realize that I have sometimes viewed student behavior as a result of motivation or character, assuming that students choose how they behave. However, this learning segment has helped me see behavior through a developmental and trauma-informed lens. Many behaviors, such as defiance, withdrawal, lack of focus, or emotional outbursts, may be connected to students' developmental experiences, unmet needs, or past trauma rather than a lack of motivation or poor character. Viewing students through this lens encourages me to respond with empathy, patience, and curiosity instead of judgment. It reminds me to ask what may be happening in a student's life and how I can provide support, build relationships, and create a safe learning environment that helps students develop the social and emotional skills they need to succeed.

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Any form of behavior and a child is a cry for help and or away for them to communicate. It is hard to understand that sometimes, but with the child really needs to do is be heard.

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Behavior good or bad is their way of communication as their feelings are big and they do not know how to communicate with words.

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Behavior is learned from communication; the lack of communication can result in bad behavior, and vice versa. However, it is your job as a teacher(or caregiver) to see beyond that behavior and figure out what they are trying to communicate. With bad behavior they could be trying to tell you that something is upsetting them in some way, whether it's making them mad, frustrated, annoyed, etc. Any trauma they may have gone through will also affect how they communicate as well though, so it may take more time for the both parties to communicate with one another

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Behavior in early Elementary is usually a form of communication of a need

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Behavior is always communication. Rarely in K-5 would I take behavior on its face.

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Behavior is a form of communication. With younger students, behaviors have been prevalent because they are still learning how to communicate their feelings and manage emotions. Getting to know students and having a strong rapport can help build social emotional foundational skills and minimize behaviors.

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For some children behavior is their only form of communication. I do think every person whether it's a child or an adult, uses some type of behavior as a form of communication. I believe behavior for children is always a way to get our attention so that we as teachers can help

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behavior is important to know

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Behavior is almost aways a form of communication from young children.

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As a parent, and as a teacher, I believe behavior is connected to development. When children have strong and positive home and family experiences, they're going to develop differently than children who have experienced trauma. Much of a person's development comes from how they were raised and how they were taught to respond to emotions and circumstances. Children experiencing trauma have almost a stunted growth in their development, unfortunately. I remember learning in psychology courses that people "wear masks" to hide emotions, experiences that have shaped who they are, such as the "class clown," or the "partier."

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Behavior presents itself as a way to get our attenttion to help students meet their needs.

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I typically see behavior as a function of motivation. It is a form of communication.

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Behavior

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Behavior is always communication. The student is responding to something going on with them. It's important to think of it through this lense to get to the root of what is going on.