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Nclb Chapter 1

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Chapter 1 begins with discussing how the NCLB act impacts the role of instructional leadership. NCLB makes public schools accountable for teaching children to the level of proficiency all year long. Principals must restructure their schools to implement research-based curricula, guarantee that teachers are proficient in research-based instructional methods, and train elementary school teachers in core reading knowledge.
Chapter 1 also discussed student intelligence, emotion, learning styles, gender, and race. Each of these differences are explored and have suggestions for teaching and learning.
Learning occurs when there is a constant transformation in an individual's skill, knowledge, or behavior. Some highlight that behavior and skills are the main cause for learning while others …show more content…

Teaching and learning is contingent on motivated students. Teachers must know how to inspire and sustain high levels of student engagement. When teachers develop student confidence in their ability to learn, motivation to learn is boosted. Five approaches to motivation are important in this regard: behavioral, humanistic, cognitive, social cognitive, and sociocultural theories. Each perspective has something to offer to improve teaching and learning. (Hoy, Woolfolk, & Hoy, 2012)
Teachers should make situations that guide and stimulate learning. There is no best way to teach. All students learn differently and different standards require different approaches. Types of teaching methods could include: teacher or student centered instruction, discovery, content focused, or interactive methods. Classroom management is a play a huge portion in student learning. Discipline problems will arise in the classroom, but when conflicts occur, teachers can deal more effectively when they respond appropriately to the situation, by listening to the students and using problem solving skills.
All teaching involves assessing and

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When reading Chapter 5 “Craig Seganti on Taking charge in the classroom”, the overall chapter was interesting when it comes to managing a classroom. As a teacher, we want to be able to control the structure of a classroom, but at times is unable to accomplish the task due to our student’s behaviors. At the beginning of the chapter it states a productive classroom may have difficulties but it is the way a teacher present themselves along with the rules of the classroom determines the outcome of the student’s actions. When presenting to the students the rules of the classroom, the teacher needs to present the rules on the first day of school and have the students sign a copy to ensure they are aware of the information. When it comes to the

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Learning is the acquisition of knowledge by doing, being taught, and by studying, according to Merriam-Webster (2015). It is a lifelong adventure

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My personal classroom management philosophy is to provide an equal, optimistic, learning environment. I believe the environment should be friendly, and students are all equals with the ability to actively listen to the teacher. The environment should be controlled and disciplined, but not authoritarian . Students are innately curious, disruptive and talkative. Rules will be set in place, however this is a learning environment so we will constantly work on appropriate behavior.

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Part of growing classroom motivation relies on how engaging the curriculum is. Are teachers grasping their students’ attention and keeping them engaged in the material? Are students participating in class or asking questions for better understanding? Are students staring off into space and teachers lecturing on without a care of who is and who is not paying

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Good Evening Class To begin with, the demographics of my course include people between the ages of 45 to 50 from different cultural backgrounds. The two ideas I would implement to motivate my students include Social Belonging and self-determination theory. These two ideas do incorporate the needs outside of the school work for the student. The self-determination involves the need for the student to grow, and develop while attaining a milestone in life such a degree.

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The first of the UK Teacher's Standards states that teachers must "set high expectations which inspire, motivate and challenge pupils" (DfE, 2011). As a teacher, I know that I will need to identify my own aims and my own mission statement in my classroom, to ensure that my students are engaged in their learning, and reach their full potential. As pointed out by Pollard (2008), to be sure that learning has occurred "the learners have to be motivated and achieve a sense of self-fulfilment". (p154) In order to reach this standard, teachers employ a range of different methods to ensure that their pupils are enthused.

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Unfortunately, “too many kids in schools are bored,” they are losing an important aspect of what is needed in a student's life: the motivation to learn (Layton). When missing such a vital piece to the puzzle that is their success in school, students are left with an already difficult gap in scoring well on a high stakes standardized test. Motivation is a driving factor that pushes a student to learn. When in school, if a student is unwilling to retain the information they must know to pass a very meticulously built test, they

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Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Classroom management is really hard and there are many theorists that talk about it and each is different from the other where each theorist has his/her own ideas and thoughts. Some of them are mentioned below. In Redl and Wattenberg 's theories, they encompass group dynamics, self-control, the pleasure-pain principle, and understanding reality.

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Also, the theory of the self-determination motivation emphasized that each student has a desire of “autonomy (experiencing oneself as the origin of one's behavior), competence (sense of a complement) and relatedness (a connection to social group)” (Dörnyei, & Ushioda, 2013, p. 25; Dörnyei, Muir, & Ibrahim, 2014) in their task engagement, and if their needs are met and satified, their intrinsic motivation is enhanced. Deci and Ryan (1985) state that in the field of education, if teachers understand the nature of self-determination in individual’s development, the students ‘intrinsic motivation to willing to participate in a task will rapidly rise. This point leads another progressive perceptions is that teachers should create situations, learning

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There is no exact definition of the word learning, and in fact it is quite difficult to specify. An appropriate means of defining learning is “a process through which individuals acquire and assimilate new knowledge and skills that result in relatively permanent behaviour changes” (Morley et al 2013). With this in mind, it is evident that there are numerous interpretations upon which these opinions vary with the individuals’ personality and their unique learning style. However, one does not only learn information in a formal environment such as at school or in the workplace as we are constantly learning, sometimes even unintentionally. The mistakes we make teach us new lessons and skills.

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Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. It also implies the prevention of disruptive behavior. It is one of the most difficult tasks or aspect of teaching for many teachers. This single skill has heavily contributed to teacher stress and burnout (Gordon, 2002, Jepson & Forrest, 2006), overall teacher efficacy(Caprarait al., 2003; Edwards it al., 2002), students achievement and teacher performance in the classroom (Edwards it al. ,2002; Milner, 2002; Pavlov, 2007), and has commonly been a major concern of principals regarding new teachers (Principal Perspective, 2004; Williams).

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Classroom management is directly tied to the level of students’ involvement and academic achievement (Kirk, 2010). Behavior management focuses on decreasing the amount of time students display disruptive behaviors so students can achieve academically. There are three effective strategies for effective classroom management. They include, proactive classroom management through praise, consistent consequences and punishments, and positive interaction between teacher and students (Kirk, 2010). Teachers teach students their behavior expectations by teaching them to follow a set of specific rules so they are aware of their expectations in the classroom.

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Instead of doing the same thing every single day, it is beneficial to try new things. When people experience new things, and are introduced to new material, they are learning. Some people do not realize it, but we all learn something new every day. Learning is a relatively permanent change in behavior or knowledge that results from experience. Learning can be adaptive and flexible to meet life’s demand.

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By adopting these several motivational strategies in the classroom will affect the enthusiasm of the students in a positive way, thus promoting and sustaining

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Educators have always rated discipline as one of the most serious obstacles to promoting effective teaching. Proper Classroom management leads to class control and conducive teaching learning environment. According to Evertson and Weinstein (2006) Classroom management has two distinct purposes: “It not

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