Second Grade Assignment Analysis

We had a good meeting this week. The end of this term is approaching. You have completed most of final assignments and are ready to prepare for your final exams. These next two weeks look less busy. So, I would like to encourage you to use this time to work on your portfolio and resume and get ready to apply for jobs. Dr. Tan has some information about jobs tat you can apply for. Meet with her to have this information on hand.

Danny Goldberg argues in "The Government Should Not Restrict Media Marketed to Children” that FTC regulation on media is affecting the entertainment industry’s profits on production of violent media content. The specific bill introduced is the Media Marketing Accountability Act of 2001. He believes that there should not be a restriction placed on marketing media to children. Goldberg posits that FTC regulation is a “radical bill” that takes away the power of parents to determine what is appropriate for their children (Goldberg). An additional point the author makes is that many of the restricted media, specifically rap music, is produced by African Americans; therefore, there is a culture bias on these restrictions. Thirdly, Goldberg states that limiting marketing on media to children, specifically

Score: 3 I believe I did a good job at asking both open and closed ended questions while not passing judgement. I did shake my head quite a bit which could be seen as an interference of personal behaviors but I believe it showed that I was paying attention to what the teacher was saying.

<! DOCTYPE html> Practice Lab Assignment Lab Assignments Assignment 1 Assignment 2 Assignment 3 Assignment 4 Lab Practica Practicum 1 Practicum 2 Course Title: IT 207, Section: 002, Semester Fall 2015 Instructor: Omar Nachawati University: GMU

When considering a grade for this project, I would suggest basing the scores off of interest and effort, rather than overall intelligence. This project was very new for a lot of students, and therefore putting some who are used to the “normal” day in class up against those with lots of creativity and interest can lead to an uneven playing field when it comes to a set rubric. For me, I feel as if I have done what was asked in return for a decent grade, and that is the same for many of my friends and fellow

For the grade level that Arletha is in I do not think that the requirements for this program should be so high. If Arletha was in middle school or highschool then that would be more appropriate. For example, I remember when I was in highschool there was an AP art class I wanted to take, but you needed to have your art portfolio approved to get into that high level class. This made sence because of the grade level. Students in that grade were old enough to have a well developed art portfolio. This also showed students that this class was strictly for people intersted in art and not just a required class. In Arletha's grade, fifth grade, I don't think students should be put in such a strict class with a hard entry test because it is not age appropriate.

This activity was a very fair assessment of me. Math has always been my strongest suit and it showed through the report as well. The writing portion showed that there is somethings that I do need to work on. I always use “http://www.paperrater.com/free_paper_grader “ when writing papers and even these discussion board posts. It helps me immensely with my writing mechanics and becoming a better writer.

1. The Daily and Visual Schedules score is 5. The daily schedule is posted on the walls. The Visual schedule is posted in the room where is children can see. The staffs also recorded the children’s daily schedule on the communication sheets to their parents.

The student I focused on for this child art analysis report is an eleven-year-old male, and his name is Rustin. Rustin is in the fifth grade and currently resides in Smyrna, Ga with his father, mother, younger sister, and his pet cat. Both of Rustin’s parents are English speaking Caucasians that were born and raised in Georgia. Rustin is an older brother to his five-year-old sister, and they are both Caucasian and speak English. My student’s living environment consists of a two-parent household in a middle class neighborhood in Smyrna. Rustin’s parents both work full time but are able to stay very involved in their children’s lives. The student remains very active through sports teams such as soccer and tennis. Rustin is an extremely bright

Thirteen-year-old eighth grader Mark might seem like someone who is polite, hardworking, responsible, and all the adjectives you hear people use to describe a “good boy”, well, he isn’t really always that way. Life hasn’t always smiled at him and everything didn’t always go to plan. He was born in Egypt, to two parents that took him to the US for the first time when he was nine years old for his education. His life can be described as a roller coaster that is very calm and even boring, and full of loops at other times.

After reading this excerpt of the high school senior, I was reminded of the many seniors from my high school that acted this way. They were the typical ‘okay’ students who, if they applied themselves, could be the ‘great’ students. Teachers would see these students as intelligent, but just not reaching their full potential by putting the necessary amount of work and effort in. As a result, the teachers would allow the student to pass in work late or never turn in certain assignments. This only hurts the student in the long run, as professors in college do not take work late or gives students special accommodations. Some professors do not care if you pass or fail.

For this the final reflection assignment I will be using the Sniper 101 Part 44- Cleaning your Extreme Range Rifle video, and The Practical Guide to Bolt Action Rifle Accurizing and Maintenance pages 220-333 as reference material.

What should a third grader know how to do? What abilities and problem solving skills can third grader do? The national standards give us a nice template of what we should be teaching a third grader and what they should be able to accomplish by the end of their third-grade year, but the standards lack the ability to show me what it would look like in the classroom. When sorting out the samples, I was hesitant about putting the samples into categories, I just don’t think in those ways. I take a very holistic approach (look at the whole child) when it comes to evaluating my students. I take in account who my student is and what they have accomplish within a certain amount of time. I had no background knowledge of the kids I was ask to evaluate. So, the evaluation I give is

I remember being in the first grade, I purposefully took my braids down every morning in class, and then I begun crying because I couldn't fix my hair back the way Mother had it. I just assumed that I would get a whooping after school for playing in my hair. My poor teacher, Mrs. Emma Washington couldn't console me and couldn't braid hair either. She honestly didn't know what to do with me. So, she sent for my sister, Betty who was in the third grade at the time. Betty definitely couldn't braid hair; however, she spent the rest of the day sitting next to me in my first grade class trying to console me. As soon as I discovered that I was being rewarded with having my sister with me all day, I cried a lot of fake tears in the first grade. Well,

For the first question “how valuable were the ideas, information, and concepts to you?” I scored 37 points out of 40. I thought the score was effective, especially since the majority of the teachers taught a primary grade. The second question inquired “how effective was my presentation of the material?” I scored 40 out of 40; I thought this score was acceptable due to the amount of time and research I