Page 45 - iRead EL in Research Paper

Supporting Positive Student Behavior
Research and expert opinion support the bene ts of strategies that promote positive student behaviors and attitudes related to instruction and learning.
Classroom Management Practices That Support Positive Student Behavior
Research shows that consistent teacher-led routines that lead to well-de ned expectations for students help establish a positive climate for learning (Marzano, Marzano, & Pickering, 2003; Roskos & Neuman, 2010; Sousa & Tomlinson,
2011). And since behavior that distracts from learning is problematic for both the disruptive student and her or his peers, expert opinion suggests that e ective disciplinary interventions are also a necessary component of a well-managed early literacy classroom (Roskos & Neuman, 2010).
Research Evidence and Expert Opinion
In an analysis of over 100 studies, though, the aspect of classroom management that showed the strongest e ect on learning was the teacher-student relationship (Marzano et al., 2003; Sousa & Tomlinson, 2011).
One important characteristic of young students who exhibit positive academic behavior is self-regulation. Self-regulation in children is the ability to delay grati cation and control impulses long enough to consider possible consequences of actions and more appropriate alternative actions. According to Bodrova and Leong (2005), “It is the capacity to control one’s impulses both to stop doing something (even if one wants to continue doing it) and to start doing something (even if one doesn’t want to do it)” (p. 32). One of their suggestions for “promoting self-regulation in the early childhood classroom” is to provide all students with practice in following rules and multistep directions (p. 33).
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