“Teacher Pleasing" students are characterized by high compliance, low engagement, and high dependence on their teachers for guidance. These students are meticulously attentive to classroom instructions and consistently complete assigned tasks, often going to great lengths to please authority figures. While their dedication to fulfilling assignments is admirable, the dependence on direct teacher support can inhibit the development of independent thinking and problem-solving skills (Black & Wiliam, 1998).

Classroom Behaviour:
In the classroom, "Teacher Pleasing" mode is highly compliant and instructions are carefully followed. Students await direct guidance before taking action and may rely heavily on the teacher for validation and reassurance. An example of a Teacher Pleasing could be a student who seeks constant confirmation before proceeding with even the simplest tasks. Although assignments are completed with great precision, they frequently lack creativity or originality, as students tend to replicate answers rather than exploring ideas (Hattie, 2009).

Motivation and Mindset:
"Teacher Pleasing" is typically motivated by the desire to receive praise and recognition from teachers. Grades often have more value than the learning process itself. Students may fear failure and avoid challenging tasks that do not offer clear guidelines (Dweck, 2006). This behaviour can create a "performance goal" orientation, where students focus on demonstrating ability rather than mastering the material (Elliot & McGregor, 2001). In more severe cases, this reliance on external validation can hinder the development of self-esteem and agency in their academic journey.

Cognitive Engagement:
Despite compliance and effort in completing tasks, "Teacher Pleasing" requires little genuine engagement with the material. Students often struggle to connect concepts or apply knowledge beyond rote memorization. Research suggests that this lack of deep engagement can limit understanding and retention of the material (Fredricks, Blumenfeld, & Paris, 2004). The desire for approval may overshadow intrinsic motivation, resulting in a reliance on external validation rather than fostering a true love for learning (Ryan & Deci, 2000).

Strategies for Support:
To effectively support "Teacher Pleasing" students, educators can implement specific strategies that encourage independence and foster deeper engagement:

- Encouraging Risk-Taking: Teachers can create a safe environment where these students feel more comfortable taking academic risks and exploring creative solutions, emphasizing that mistakes are a natural part of the learning process (Hattie, 2009).

- Promoting Self-Assessment: Incorporating self-reflection and peer-assessment into the learning process can help students develop critical thinking skills and reduce their dependence on teacher feedback (Sadler, 1989).

- Offering Choice: Providing opportunities for choice in assignments or projects can encourage "Teacher Pleasing" students to explore their interests, fostering intrinsic motivation and lessening their reliance on teacher approval (Schunk, Pintrich, & Meece, 2008).

In conclusion, while "Teacher Pleasing" demonstrates high levels of compliance and dedication, the low engagement and high dependence present challenges for their academic growth. Understanding the unique characteristics and motivations of this group enables educators to develop targeted strategies that promote independence, critical thinking, and a genuine love for learning.

"Mark Chasing" is characterized by high compliance, high dependence, and a notable level of engagement, particularly in tasks that directly impact academic performance. “March Chasing” students consistently strive to achieve high grades, often driven by an intrinsic belief in the importance of academic success and a strong desire for recognition from teachers and peers.

Classroom Behaviour:
In the classroom, "Mark Chasing" students are diligent and attentive, meticulously following instructions and guidelines to meet assessment criteria. They thrive on structured assignments and are often seen seeking clarification on rubrics or asking specific questions about how their work will be evaluated. They invest significant time and effort in assignments, aiming to achieve the best possible outcomes. Research indicates that students who receive clear guidelines and rubrics tend to perform better and feel more confident in their work (Hattie & Timperley, 2007).

Motivation and Mindset:
While the desire to perform well academically can lead to positive outcomes, "Mark Chasing" often exhibits a dependence on external validation, as their primary motivation revolves around receiving good grades. This orientation manifests in a reluctance to explore subjects beyond what is necessary for success. Instead of engaging in learning for the sake of knowledge, they focus on assessment performance, which may foster anxiety around evaluations and impact their intrinsic motivation for learning (Deci, Vallerand, Pelletier, & Ryan, 1991).

Cognitive Engagement:
Although "Mark Chasing" displays high levels of compliance and engagement when it comes to assignments tackling grade achievement, these students may struggle with higher-order thinking skills and creativity. Fixation on obtaining high marks can hinder deeper cognitive engagement and critical thinking. Research suggests that an overemphasis on grades can lead to surface-level learning, where students do not fully comprehend the material or connect concepts meaningfully (Ryan & Deci, 2000).

Challenges and Risks:
One challenge faced by "Mark Chasing" is that the dependence on external validation can lead to a fixed mindset, where intelligence is perceived as a static trait rather than a growth opportunity (Dweck, 2006). Additionally, when navigating higher education or future careers, those with a grades-first mentality may struggle with uncertainty and ambiguity in tasks that do not have clear evaluation criteria.

Strategies for Support:
To effectively support "Mark Chasing" students, educators can implement strategies that encourage a focus on learning rather than merely achieving high grades:

- Fostering a Growth Mindset: Educators can promote an environment where effort, perseverance, and learning from mistakes are valued over solely achieving high scores. This approach encourages students to embrace challenges and view setbacks as opportunities for growth (Dweck, 2006).

- Encouraging Exploration: Allowing students to pursue projects aligned with their interests can cultivate intrinsic motivation and lessen their dependence on grades for validation (Schunk et al., 2008).

- Incorporating Self-Assessment: Engaging students in self-assessment and reflection can help them develop critical thinking skills and reduce their fixation on grading outcomes, fostering a deeper understanding of the material (Sadler, 1989).

In conclusion, while "Mark Chasing" demonstrates high levels of compliance and a strong desire to excel academically, the dependence on external validation and focus on grades may present challenges to long-term learning and growth. Understanding the motivations and behaviors of this group allows educators to create targeted strategies that promote a healthier relationship with learning and foster holistic academic development.

The "Good 'Nuff" behaviour exhibits high compliance, low engagement, and low dependence. Students consistently fulfill all assigned tasks and activities, demonstrating a commitment to meeting teacher expectations. However, this compliance often does not translate into deep understanding or interest in the subject matter (Fredricks, Blumenfeld, & Paris, 2004).

Classroom Behavior:
“Good Nuff” means students adhere strictly to instructions and guidelines, ensuring completion of every worksheet and assignment to meet minimal requirements. Despite reliably submitting work, "Good 'Nuff" means being passive during classroom discussions and rarely engaging in dialogue or collaborative activities, which may indicate a lack of confidence or disconnection from the material (Reeve, 2012).

Cognitive Engagement:
A key characteristic of the "Good 'Nuff" is the struggle with higher-order thinking and application tasks. Difficulties are often encountered during tests and assessments that require knowledge recall or the ability to connect previously learned concepts. While assignments are completed, these students are challenged to synthesize information or engage in critical analysis, typically performing just enough to pass (Hattie, 2009). This tendency reflects a mindset that prioritizes merely "getting by" rather than pursuing deeper knowledge and understanding (Dweck, 2006).

Motivation and Mindset:
"Good 'Nuff" behaviour means students are generally satisfied with earning grades sufficient to receive course credit. This pragmatic approach may indicate limited intrinsic motivation to explore subjects more deeply or strive for excellence. This perspective can create barriers to academic growth, as they may view education as a series of tasks to complete rather than as an opportunity for exploration and intellectual development (Ryan & Deci, 2000).

Strategies for Support:
To effectively support "Good 'Nuff" students, educators can implement strategies aimed at fostering engagement and encouraging deeper connections with the material. Potential approaches include:

- Building Relevance: Connecting lessons to real-world applications can spark curiosity and promote a deeper investment in learning (Bransford, Brown, & Cocking, 2000).

- Encouraging Participation: Creating low-pressure environments for discussions and collaborative work can help these students feel more comfortable sharing their thoughts (Johnson & Johnson, 2009).

- Challenging Assumptions: Assigning tasks that require synthesis, reflection, and application can motivate "Good 'Nuff" students to engage more fully with content, encouraging them to step out of their comfort zones (Gibbs et al., 2018).

In summary, while "Good 'Nuff" may meet minimal academic requirements, understanding these unique characteristics can inform targeted interventions that promote greater engagement and intellectual risk-taking, ultimately transforming the educational experience from merely adequate to enriching.

Social Seeking & Isolated Observing

The "Disengaged Bystanding" is characterized by low engagement, dependence, and compliance. While they attend class, these students often refrain from participating in classwork or engaging with the curriculum, opting for passive behaviors that further distance them from the learning experience. When asked to reflect on their progress in class, these students frequently respond with statements that “everything is fine.” However, teachers often report that they have not completed any work, resulting in a lack of evidence demonstrating learning or understanding (Hattie, 2009).

Social Seeking

One sub-group, "Social Seeking," prioritizes attending school mainly to socialize with friends. Although physically present in class, students consistently employ strategies to leave the classroom and engage with peers in less structured environments. The focus on social interactions often leads to disengagement from academic tasks. Research indicates that peer relationships are crucial for adolescent development, and students may place a higher value on social connections over academic responsibilities (Rubin, Bukowski, & Laursen, 2011).

Isolated Observing

Another sub-group, "Isolated Observing," has become increasingly prevalent since the COVID-19 pandemic. These students may attend classes but show significant detachment, lacking friendships or engagement with their peers. During class, they often engage in passive activities such as watching videos, texting, or playing games on their phones. When not permitted access to devices, they may sit quietly, doodle, or find subtle ways to use their phones when teachers are distracted. This behavior underscores the reality that many students are physically present but emotionally and cognitively absent (Garett et al., 2020).

As the term or semester progresses, "Disengaged Bystanding" students often express confidence that they will catch up on work to earn their course credit, relying heavily on "special assignments" provided by the school as a means to salvage their academic standing. Teachers frequently observe that these last-minute attempts at engagement are insufficient, further highlighting the disconnect between the students' perceptions of their progress and the reality of their performance (Fredricks, Blumenfeld, & Paris, 2004).

Cognitive Engagement:
Both sub-groups struggle with cognitive engagement and demonstrate little interest in academic tasks. The reliance on extrinsic motivation and fear of failing to complete "special assignments" often leads to increased disengagement, as they fail to connect course content with their personal interests or experiences (Dweck, 2006). This mindset can result in feelings of isolation and disconnection that ultimately hinder their academic performance (Furrer & Skinner, 2003).

Strategies for Support:
To assist "Disengaged Bystanding," educators can implement various strategies aimed at fostering engagement and connection to the curriculum:

- Cultivating Relationships: Building positive teacher-student relationships can help re-establish connections and promote a sense of belonging (Wentzel, 2010).

- Interactive Learning Opportunities: Incorporating collaborative group work fosters social interaction and accountability, transforming learning into a shared experience (Johnson & Johnson, 2009).

- Integrating Technology Responsibly: Allowing structured use of technology for educational purposes may help channel their interest in digital content into productive learning activities.

In summary, while "Disengaged Bystanding" may be present in the classroom, the low levels of engagement, dependence, and compliance present challenges that require targeted interventions. Understanding the nuances of both sub-groups within this category enables educators to design strategies that can re-engage these students and enhance their overall educational experience.

"Smart Creation" is characterized by high engagement, high independence, and variable compliance. This behaviour tends to be seen in students who are exceptionally bright and often display creativity and originality in their work. These students thrive in environments that encourage exploration, critical thinking, and problem-solving, leading to innovative solutions and unique perspectives on tasks. Research suggests that creativity is a vital component of effective learning and can significantly enhance problem-solving capabilities (Sawyer, 2006).

Classroom Behavior:
In the classroom, "Smart Creation" students are highly engaged, actively participating in discussions, and eagerly exploring topics that interest them. They often seek out challenges and demonstrate a willingness to push boundaries, both in their learning and in the conventional expectations set by educators. For example, when given a project, they may go beyond the initial requirements to create something entirely original, reflecting an intrinsic motivation to explore their ideas further (Csikszentmihalyi, 1996). However, their variable compliance can manifest as rebelliousness against rote tasks or standard methods of learning, leading them to question authority and traditional norms (Benard, 2004).

Cognitive Engagement:
"Smart Creation" excels in cognitive engagement, showing a keen ability to connect concepts and synthesize information from various sources. This mode often demonstrates metacognitive skills, enabling students to monitor and adjust their learning strategies effectively (Zimmerman, 2002). This deep level of engagement allows them to attain a comprehensive understanding of complex subjects through exploration and inquiry rather than memorization alone (Bransford, Brown, & Cocking, 2000).

Challenges and Risks:
While "Smart Creation" exhibits many strengths, there are also challenges. The students’ high independence may lead to frustration with conventional teaching methods that do not accommodate the need for creative expression or autonomy. This frustration can result in disengagement from tasks perceived as unchallenging or irrelevant (Gentry, 2006). Additionally, these students may struggle in environments that emphasize standardization, as they often think outside the box and resist conforming to preset guidelines. The pressure to constantly demonstrate creative abilities can also lead to anxiety, particularly if they fear failure or lack recognition for their original ideas (Hameiri & Kramarski, 2016).

Strategies for Support:
To effectively nurture the potential of "Smart Creation," educators can employ diverse strategies that promote autonomy and encourage creative thinking:

- Providing Choice and Autonomy: Allowing students to choose their projects or topics can increase their intrinsic motivation and investment in their work, leading to a more satisfying learning experience (Deci & Ryan, 2000).

- Encouraging Collaborative Learning: Group work can enable "Smart Creation" students to share ideas and collaborate, stimulating innovative thought processes while refining their social skills (Johnson & Johnson, 2009).

- Promoting a Culture of Innovation: Creating an environment where creativity is embraced and mistakes are viewed as learning opportunities can encourage these students to take risks in their thinking (Dweck, 2006).

In summary, "Smart Creation" is a collection of highly engaged, independent behaviours that manifest in creative exploration and innovation. Understanding these unique characteristics and challenges allows educators to develop strategies that foster potential and empower students to thrive in diverse educational settings.

"Class Disruption" exhibits low compliance but high engagement and low dependence in the classroom. Students often display a high level of enthusiasm and curiosity, actively seeking alternative ways to express their creativity and questions. However, this vibrant engagement can manifest as non-conformity or challenging behavior, which may disrupt traditional classroom dynamics. Class Disruption is often seen as questioning authority, pushing boundaries, and rethinking established norms in pursuit of deeper understanding (Hattie, 2009).

Classroom Behavior:
In the classroom, "Class Disruption" students frequently resist rigid structures and routines. While they are intellectually curious and eager to contribute, their unconventional approaches can lead to disruptive behavior. For instance, they may challenge a teacher's authority during discussions or engage in actions that divert attention away from the lesson. Rather than adhering to typical classroom behaviors, Class Disruption often thinks outside the box, seeking autonomy in the learning journey. These students may explore alternative methods and question traditional practices, reminiscent of characters like Ferris Bueller and Jessica Jones, who epitomize youthful rebellion against conformity.

Cognitive Engagement:
"Class Disruption" is generally associated with high levels of cognitive engagement, as students often think critically about the material presented to them. They are known to display creative problem-solving skills and propose unique ideas or solutions (Sawyer, 2006). However, the rebellious spirit may hinder the development of productive engagement with course material if not appropriately guided. Studies indicate that students who feel constrained by excessive rules or lack of autonomy may disengage from learning (Reeve, 2012). While they crave intellectual stimulation, they may struggle to navigate traditional educational environments that do not accommodate their need for flexibility and creativity.

Challenges and Risks:
One of the significant challenges faced by Class Disruption is the potential for this behavior to be misunderstood as disrespectful or defiant. Teachers may perceive the resistance as a lack of interest in learning, leading to conflicts and further alienation from the educational process (Skinner & Belmont, 1993). Additionally, the social dynamics within the classroom may leave Class Disruption students feeling isolated, especially if their peers do not share their desire to challenge norms or think creatively.

The tendency to diverge from expected behaviors can complicate relationships with teachers and classmates alike, which can impact any sense of belonging and overall academic success. Without constructive outlets for creativity, Class Disruption may increasingly frustrate students with conventional education and result in students disengaging from the learning process altogether (Benard, 2004).

Strategies for Support:
To effectively support students with "Class Disruption," educators can implement strategies that channel their enthusiasm and creativity into productive learning:

- Creating Flexible Learning Environments: Providing opportunities for open-ended projects and inquiry-based learning can allow Class Disruption students to express their creativity while meeting academic goals (Bransford, Brown, & Cocking, 2000).

- Encouraging Socratic Dialogue: Engaging these students in discussions that foster critical thinking and allow them to voice their opinions can help them feel respected while promoting constructive discourse (Fisher & Frey, 2014).

- Establishing Clear Expectations: Setting specific, clear guidelines for behavior while allowing room for creative expression can help Class Disruption students understand the boundaries while still feeling validation for their unique perspectives (Emmer & Evertson, 2013).

In summary, "Class Disruption" behaviour in students brings energy and creative exploration to the classroom, albeit sometimes in ways that disrupt conventional learning. Understanding the unique characteristics, motivations, and challenges can help educators develop targeted strategies that harness their potential and facilitate a more inclusive learning environment.