A new study shows that when teachers participate in a training programme focused on prosocial (亲社会的) classroom behaviour, their students are better able to control their emotions, and that children who can regulate emotions are more likely to be academically successful.
For the study, which appears in Prevention Science, researchers looked at more than 100 teachers and 1,817 students from kindergarten to third grade to see if teachers could support students’ emotional and behavioural growth through the Incredible Years-Teacher Classroom Management (IY-TCM) programme.
The programme uses videos and training sessions, along with role-playing and coaching, to help teachers learn management skills such as using behaviour-specific praise, building positive relationships with students, and considering how to reduce poor behaviour. Teachers in the training group increased interactions with students by 64 per cent compared with 53 per cent for teachers in the control group without the training.
“Emotional regulation is the ability to recognize what behaviour is appropriate in the present situation,” says Wendy Reinke, a professor in the College of Education at the University of Missouri. “For example, a student might have difficulty controlling the feeling of anger if he or she becomes annoyed with another student. But under this programme, the teacher encourages them to move to a different spot in the classroom, effectively teaching them that sometimes stepping away and taking a break is a good way to calm down and manage the feeling.”
After one school year of using the programme in classrooms, students improved their social ability and ability to regulate their emotions. These improvements resulted in an increase in the tests for students in Incredible Years classrooms vs students in control classrooms. And this classroom management approach can help reduce the risk for struggling learners early on, which could help prevent more accumulative support needs in a child’s future.
【小题1】What do the teachers do in the IY-TCM programme?| A．Learn how to identify poor behaviour. |
| B．Offer the researchers advice on emotional control. |
| C．Take care of kids from kindergarten to third grade. |
| D．Apply different ways to learning how to manage kids. |
| A．Now it is hard for students to control their anger. |
| B．A calm manner is an effective way to handle problems. |
| C．Few can realize their behaviour is unfit for a situation. |
| D．The programme will show how to handle troublesome kids. |
| A．Study results of the programme are entirely unexpected. |
| B．Students in control classrooms can better control their emotions. |
| C．The programme advances the students’ academic performance. |
| D．Students change their bad behaviour shortly through the programme. |
| A．Positive. | B．Negative. | C．Subjective. | D．Indifferent. |
