Workplace Behavior

Workplace Behavior

Ages 10+ · 8 minutes

Learn all about workplace behavior

Learn about basic social and practical skills expected in the workplace.

Part of

Standards alignment

Common Core State Standards

  • D2.Civ.6.3-5 — Individually and with others, students… Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
  • D2.Civ.3.K-2 — Individually and with others, students… Explain the need for and purposes of rules in various settings inside and outside of school.

Alabama

  • ELA21.5.R6 — Assess the formality of occasions in order to speak or write using appropriate language and tone.
  • SS10.K.2 — Identify rights and responsibilities of citizens within the family, classroom, school, and community.
  • SS10.K.3 — Describe how rules provide order, security, and safety in the home, school, and community.

Alaska

  • 4 — recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context;

Arkansas

  • 5.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
  • E.1.2.3 — Discuss knowledge, skills, education, and experience (i.e., human capital) that workers need for jobs.

California

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
  • CCRA.SL.6 — Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Colorado

  • RWC20-GR.K-S.1-GLE.1 — Communicate using verbal and nonverbal language.
  • SS.P.4.2 — Understand that rules allow groups to work effectively.

Connecticut

  • CIV 5.2 — Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
  • CCRA.SL.6 — Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Delaware

  • C.1.K-3b — Students will understand that positions of authority carry responsibilities and should be respected. Grade 1
  • C.2.K-3a — Students will understand that respect for others, their opinions, and their property is a foundation of civil society in the United States. Grade 2

Florida

  • ELA.K12.EE.4.1 — Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
  • ELA.K12.EE.6.1 — Use appropriate voice and tone when speaking or writing.

Hawaii

  • SS.K.1.7.3 — Compare roles and responsibilities of self and others at home, at school, and in neighborhood settings
  • SS.K.1.8.2 — Determine ways that people can work together effectively to make decisions

Illinois

  • SS.1.CV.2 — Identify reasons for rules and explain how rules establish responsibilities and roles, and their effect on one's own and other groups and communities.
  • SS.2.EC.1 — Demonstrate how our choices can affect ourselves and others in positive and negative ways.

Indiana

  • 5.C.6 — Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect, and responsible participation.

Iowa

  • SL.6.6 — Adapt speech to a variety of contexts and tasks, such as conducting interviews and participating in public performances, demonstrating command of formal English when indicated or appropriate; use appropriate eye contact, adequate volume, and clear pronunciation.
  • SS.4.16 — Determine the consequences of sharing personal information with others. (21st century skills)

Louisiana

  • 1.15 — Describe the importance of fairness, responsibility, respect, and hard work. For example: a. Taking care of personal belongings and respecting the property of others. b. Following rules and recognizing consequences of breaking rules. c. Taking responsibility for assigned duties.
  • 2.14 — Describe how hard work, good habits, consistent attendance in school, and planning for the future can help you achieve your goals, including attending college, learning a trade, and having a successful career.

Maryland

  • Describing ways that people have benefitted from and been challenged by working together including through government, work-places, voluntary organizations, and families.

Michigan

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Minnesota

  • LSVEI.2 — Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience and context.
  • 5.3.1.3 — Seek feedback from others, ask clarifying questions for understanding, and make decisions and adjustments.

Mississippi

  • 2.CR.2.1 — Define respect, tolerance, and acceptance.
  • 1.E.1.2 — Describe what it means to be employed.
  • K.CI.2.1 — Identify the purpose of rules and explain why rules should be followed.

Missouri

  • 4.SL.2.A.a — generating and following active listening rules, according to classroom expectations

Montana

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • CCRA.SL.6 — Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Nebraska

  • LA.5.SL.1.c — Converse with peers and adults an all-inclusive manner to foster positive relationships while respecting diverse perspectives.
  • LA.5.SL.1.e — Complete a task following multi-step directions.

New Hampshire

  • J — Students will develop personal skills: 1. Communicate and defend one’s own belief, feelings, and convictions 2. Appropriately adjust one’s own behavior in response to the dynamics of various groups $3nd situations 3. Participate in persuading, compromising, debating, and negotiating the resolution of $3onflicts and differences
  • SS.CV.6.4.1 — Evaluate those characteristics that promote good citizenship, e.g., individual responsibility or respect for the rights and decisions of others. (Themes: A: Conflict and Cooperation, B: Civic Ideals, Practices, and Engagement)

New Jersey

  • 6.1.5.CivicsCM.3 — Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
  • 6.1.5.CivicsPI.1 — Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.

New Mexico

  • SL.5.NM.9 — Demonstrate appropriate listening skills for understanding and cooperation within a variety of cultural settings.
  • 3.26 — Express a positive view of themselves while demonstrating respect and empathy for others.

New York

  • 5SL1b — Follow agreed-upon norms for discussions and carry out assigned roles.

North Carolina

  • K.C&G.1.1 — Explain why people follow rules in the classroom, school, and community.

North Dakota

  • 5.C.6 — Engage in a range of discussions using active listening skills, posing and responding to specific questions to clarify information.
  • 4.C.7 — Engage collaboratively to accomplish a common goal or purpose.

Ohio

  • 2.12 — There are different rules and laws that govern behavior in different settings.
  • 2.10 — Respect for the rights of self and others includes making responsible choices and being accountable for personal actions.
  • 5.18 — Workers can improve their ability to earn income by gaining new knowledge, skills and experiences.

Oklahoma

  • 5.1.L.1 — Students will actively listen using agreed-upon discussion rules with awareness of verbal and nonverbal cues.
  • 5.1.L.2 — Students will actively listen and interpret a speaker’s verbal messages and ask questions to clarify the speaker’s purpose.
  • 5.1.S.1 — Students will work effectively and respectfully in diverse groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.

Oregon

  • 5.SL.6 — Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Pennsylvania

  • CC.1.5.5.E — Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Rhode Island

  • SS1.4.3 — Rules and responsibilities Analyze the norms, rules, and responsibilities in a community and how different rules and responsibilities apply in different settings

South Carolina

  • ELA.4.C.8 — Through collaboration, react and respond to information while building upon the ideas of others and respecting diverse perspectives. (FK 4.51-7.73 LF 740-1010)
  • ELA.4.OE.4 — Collaborate with others and use active listening skills.

South Dakota

  • 5.C.4.1 — Describe ways in which people benefit from and are challenged by working together in government, workplaces, volunteer organizations, and families

Tennessee

  • L.VAU.6 — Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the post-secondary and workforce level demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • 5.SL.CC.1 — Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing one’s own ideas clearly.
  • 5.SL.PKI.6 — Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Texas

  • 110.26.b.2.A — use appropriate verbal and nonverbal communication skills in interpersonal situations;
  • 110.26.b.2.B — use reflective empathic listening skills to respond appropriately in interpersonal situations;
  • 110.26.b.2.C — explain the importance of using tact, courtesy, and assertiveness appropriately in interpersonal situations;

Vermont

  • D2.Civ.6.3-5 — Individually and with others, students… Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
  • D2.Civ.3.K-2 — Individually and with others, students… Explain the need for and purposes of rules in various settings inside and outside of school.

Virginia

  • CE.14.b — The student will apply history and social science skills to explain career opportunities and understand the fundamentals of personal finance by identifying the attitudes and behaviors that strengthen individual work ethic and promote career success.
  • Skill.VS.h — The student will apply history and social science skills to the content by practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills.

Washington, D.C.

  • CCRA.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
  • CCRA.SL.6 — Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
  • K.7 — Identify which skills lead to respectful and productive conversations.

West Virginia

  • Explain the need for rules in various settings inside and outside of school.

Wisconsin

  • SL1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
  • SS.BH1.a.4 — Describe how a person's understanding, perceptions, and behaviors are affected by relationships and environments.
  • ELA.4.L.1.b — Determine the language demands of varied writing and speaking situations; respond appropriately (e.g., formal writing and presentations; personal writing and conversations).

Wyoming

  • CCRA.SL.6 — Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.