Nclb Chapter 1

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

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