In a class where you set tasks to be done, you can let students know that those students that complete the task as per your instruction will receive a star on the star chart or receive a sticker or whatever prizes you provide. The same with the routines you have set out for your class to follow, you can let students know when they follow these routines they will receive a reward. 

2. Modeling good behaviors.

When you set out instructions or norms in the classroom, you can not always dictate to students that they need to follow these instructions or routines, in ECE students learn a lot from observation and imitating so it is important that you model the instructions or routines you want your students to follow. As well as modeling the good behaviors it is also good to show the results of those good behaviors where and if possible because in some cases students may follow better when they are able to actually see the positive outcomes of doing certain things.

3. Continuous praising good behaviors and less attention on bad behaviors.

When students need to learn what behaviors are acceptable or which routines to follow, they can not learn them overnight, and continuous correction or focus on bad behavior is not always the correct method to use, because students can sometimes intentionally behave badly to gain your attention.

So a solution can be to always praise the good behaviors or routines you notice other students doing, for example: “good job for raising your hand” or “very good, you put your book on the shelf”, by doing this it will allow others to see what kind of behaviors are good and will give them your positive attention and praise. This strategy will also further students' self -development because now the action of ‘following instructions or routines’ will not be enforced by you but they will have to independently decide that these are the things that they want to follow.   

4. Having cues that indicate instructions or routines.

With younger students it is much harder for them to follow instructions or remember all of the routines you set in class, so it can be helpful to provide cues to aid them to remember what is expected of them, For example; using chants or actions, such as the teacher says 1,2,3 and students put their fingers on lips; and they know it's time to be quiet. Or the teacher claps twice and smacks her knees twice and the students repeat and sit nicely with legs closed.

                               References
https://www.weareteachers.com/stop-blurting-out

https://explorable.com/operant-conditioning

https://courses.lumenlearning.com/waymaker-psychology/chapter/operant-conditioning/

Wolpe J, Plaud JJ. Pavlov's contributions to behavior therapy. The obvious and not so obvious. Am Psychol. 1997;52(9):966-72.

 

B.F Skinner uses operant conditioning to show us how our behaviors can be influenced by reinforcements or punishments. Therefore when we look at providing students with rewards for good behavior and instructions followed we are able to see that it links to Skinner's idea of providing positive reinforcements for good behavior so that students will repeat this behavior to continuously receive a reward. 

The social learning theory by Albert Bandura is the idea that students can learn by “Observational Learning” which is when students continuously see the actions of others, they will eventually be able to process it and begin to behave in the same way. Therefore we can see how this theory links to the strategy that if teachers continuously model good behaviors in the classroom (as well as trying to show the results of good behaviors) can eventually lead to students imitating this behavior.  

The strategy of providing rewards for good behaviors and allowing students observe this action in the expectation that they will imitate it and continuously do it, to also receive these rewards, is closely linked to the ideas of Albert Bandura's Observational Learning and B.F Skinner's operant conditioning. 

However I feel it can also be linked to the self regulation theory because we are not forcing our students to follow or behave in any particular way but rather allowing them to control their own behavior and thoughts. Students have to look within themselves and decide what action to take which is developing their self control and will power.  

Classical conditioning developed by Ivan Pavlov was the idea that a neutral stimulus can become conditioned to provide a conditioned response which is basically students learning to behave in a certain way after continuously being shown how to. 

For example: if we teach students when we say 1,2,3 they need to put hands on lips and be quiet, eventually we will no longer have to explain or teach this instruction and whenever we say 1,2,3 during the class, the students will respond by being quiet. Therefore we can see how this strategy links to the same idea of classical conditioning to create a good conditioned response.

References:

https://study.com/academy/lesson/albert-bandura-social-cognitive-theory-and-vicarious-learning.html 

https://study.com/academy/lesson/classical-conditioning-vs-operant-conditioning-differences-and-examples.html 

https://study.com/academy/lesson/self-regulation-theory-definition-strategies.html