As is his practice, Dan Willingham reviews the literature to draw concrete, explicit lessons for classroom teachers in his column in the American Educator. His focus in the latest edition is self-control ("self-regulation" to cognitive scientists).
Defining self-regulation as the ability to control one's emotions and attention and to plan and control behavior, he notes that it is linked to higher levels of school readiness in preschool; predicts reading and mathematics proficiency in kindergarten; and is associated with academic achievement through elementary and middle school. We all inherit a propensity for self-regulation from our parents, but that can be changed in the home through emotional supports (effective praise, affection, encouragement, sensitivity) and cognitive supports (intellectual engagement and stimulation; structure and limits in the home; predictability).
Willingham notes that research points to three environmental factors that tend to reduce one's self-control: negative emotions like anger, frustration and stress; lapses, where a loss of self-control decreases future control; and cues, or temptations in the environment. Teachers can recognize when negative emotions, lapses, and cues make self-regulation difficult for children and provide calm and warm redirection and correction for misbehavior; additional environmental support (quieter work space, more guidance, more frequent check-ins); and, identify, mitigate, or eliminate triggers entirely.
We agree, and question whether teachers receive enough practical training in these kinds of strategies. In fact, a key indicator for the classroom management standard we've developed for our national teacher preparation project looks at whether student teachers practice and receive effective feedback on using these approaches.
Defining self-regulation as the ability to control one's emotions and attention and to plan and control behavior, he notes that it is linked to higher levels of school readiness in preschool; predicts reading and mathematics proficiency in kindergarten; and is associated with academic achievement through elementary and middle school. We all inherit a propensity for self-regulation from our parents, but that can be changed in the home through emotional supports (effective praise, affection, encouragement, sensitivity) and cognitive supports (intellectual engagement and stimulation; structure and limits in the home; predictability).
Willingham notes that research points to three environmental factors that tend to reduce one's self-control: negative emotions like anger, frustration and stress; lapses, where a loss of self-control decreases future control; and cues, or temptations in the environment. Teachers can recognize when negative emotions, lapses, and cues make self-regulation difficult for children and provide calm and warm redirection and correction for misbehavior; additional environmental support (quieter work space, more guidance, more frequent check-ins); and, identify, mitigate, or eliminate triggers entirely.
We agree, and question whether teachers receive enough practical training in these kinds of strategies. In fact, a key indicator for the classroom management standard we've developed for our national teacher preparation project looks at whether student teachers practice and receive effective feedback on using these approaches.