New study shows that when teachers participate in a training program focused on prosocial(亲社会的) classroom behavior,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 behavioral growth through the Incredible Years Teacher Classroom Management (IYTCM) program.
The program uses videos and training sessions,along with role-playing and coaching,to help teachers learn management skills such as using behavior-specific praise,building positive relationships with students,and considering how to reduce poor behavior.Teachers in the training group increased interactions with students by 64 percent compared with 53 percent for teachers in the control group without the training.
“Emotional regulation is the ability to recognize what behavior is appropriate in the present situation,”says Wendy Reinke,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 program,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 that feeling.”
After one school year of using the program 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.
1.What do the teachers do in the IYTCM program?
A.Learn how to identify poor behavior.
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.
2.What do Wendy Reinke’s words suggest in Para.4?
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 behavior is unfit for a situation.
D.The program will show how to handle troublesome kids.
3.What is the author’s attitude towards the training program?
A.Positive.   B.Negative.
C.Subjective.   D.Indifferent.
4.What can we learn from the last paragraph?
A.Study results of the program are entirely unexpected.
B.The program advances the students’ academic performance.
C.Students in control classrooms can better control their emotions.
D.Students change their bad behavior shortly through the program.
 
（B）
1.D　根据第三段中的“The program uses videos and training sessions,along with role-playing and coaching,to help teachers learn management skills...”可知,该项目使用视频和培训课程,以及角色扮演和指导,帮助教师学习管理技能。由此可见,教师们在IYTCM项目中运用不同的方法学习如何管理孩子。故选D项。
2.B　根据第四段中的最后一句可知,老师鼓励他们搬到教室的另一个地方,有效地教他们有时候要走开,而且休息一下是一个让他们平静下来并控制那种感觉的好方法。由此可见,冷静的态度是解决问题的有效方法。故选B项。
3.A　根据全文,尤其是第一段内容可知,他们的学生能够更好地控制自己的情绪,并且能够调节情绪的孩子更有可能在学业上取得成功。由此可见,作者对培训项目的态度是积极的。故选A项。
4.B　根据最后一段中的“These improvements resulted in an increase in the tests for students in Incredible Years classrooms vs.students in control classrooms.”可知,这些改进导致了Incredible Years教室中学生们的测试成绩比在控制教室里学生们的测试成绩有所提高。由此推知,该项目提高了学生的学习成绩。故选B项。