Category: Writing

PART 1-

classroom?Week 4 Discussion #2-How do you see yourself making a difference for children in the classroom?

Now that you have seen the Doll Study and how children are indeed impacted by messages from society about race and ethnicity, it is time for you to apply what you are learning.

In this discussion post you will think about what you have been reading in our text and how YOU can create a positive environment in your own classroom, or future classroom, that helps children develop a positive sense of self-worth and a pride in who they are.

As a student who completes this course, you are in a position to share what you have learned with other teachers who may not have this information. In this way, every student who successfully completes this class is responsible for become a leader in education.

As preparation for your Anti-Bias Action Plan, please write your response to the following prompts and read the postings of your peers to better prepare your Action Plan. Respond to at least two of your peers.

1. What can you do as a teacher to become a positive role model for children of acceptance of differences and appreciation and celebration of diversity?

1. How specifically will you change your classroom environment to give messages to children that all people, regardless of their differences are to be valued and appreciated?

1. How do you see yourself becoming a leader in your school on the topic of anti-bias education and the appreciation of diversity? What specifically do you see yourself doing to become a leader?

NOTE: Once you post your response, you will be able to see the comments of your learning community.

Word Count-250-300 words

PART 2-

Week 4- Discussion #1-The Doll Study

After viewing the videos posted on the topic of the Dr. Kenneth and Mamie Clark’s Doll Study, please post your response to the questions below and reply to at least two of your peers.

1. Were you familiar with the study that led in part to the desegregation of public schools in the 1950s?
2. How did watching these videos make you feel?
3. How can we as teachers make all children feel intelligent, good and beautiful?
4. Do you believe a teacher has an impact on how children see themselves and others?
5. How do you see yourself making an impact on children?
6. What should Administrators/Directors be doing to make a greater impact in the area of diversity at their schools?

Word Count-150-200 words

NOTE: You must first post your response, then you will be able to see the comments of your peers.

PART 3

Reflective Journal 4: Mentoring vs Coaching

Reflective Journal 4: How Can Directors Move Their Programs Toward Excellence? Chapter (pp 12-15)

During Week 4, we focused on the role of the director as a leader, manager, coach, and mentor. Based on the reading, How Can Directors Move Their Programs Toward Excellence? The Roles of the Director, there is a diagram that describes the difference between the administrators role as a mentor or coach.

Reflective Prompt:

Review the diagram below and describe the characteristics you exhibit as a coach or mentor in a director role, along with your reasoning. Write your reflective response in paragraph format, ensuring it contains more than five sentences.

PART 1

Purpose

This assignment asks you to think about what you learned from the documentary, how it connects to your own ideas about family, and how both personal relationships and larger social forces shape families.

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Instructions

Write a 23 page reflection (approximately 600900 words), double-spaced, in your own words. Use complete sentences and organize your writing into clear paragraphs. You will need to cite your textbook to support your thoughts.

Your reflection should address all parts below.

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Part 1 A Familys Story Over Time

Choose one of the families from Two American Families: 19912024.

In one to two paragraphs:

• Describe one major change this family experienced over time (for example: work, money, housing, relationships, parenting, health, or caregiving).
• Explain why this moment or period stood out to you emotionally or personally.
• Reflect on how watching this family over many years (rather than just in one moment) affected how you understand families, struggle, or resilience.

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Part 2 Private and Public Families

Connect the documentary to the idea that families are both private and public.

In one paragraph:

• Identify one public force that shaped this familys life (such as jobs, education, racism, housing, health care, or government policies).
• Describe a specific moment from the film where you clearly saw this influence.
• Reflect on how this changed or deepened your understanding of how society affects families.

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Part 3 Your Personal Takeaway

In a final paragraph:

• What is one important insight about families that you are taking away from this documentary?
• How might this insight influence how you think about families in your own life, community, or future work?
• How have your life experiences changed the way you define family?

PART 2-

For this reflective journal submission, you will delve into the intricate responsive process known as Watch, Ask, Adapt. This approach underscores the significance of keenly observing infants and toddlers, allowing caregivers and educators to understand their needs, preferences, and developmental milestones more profoundly. As you explore this process, consider how attentive observation can lead to meaningful interactions that foster growth and learning in these early stages of life.

The three steps in the responsive process are watch, ask, and adapt.

Step One:

• Begin by watching, not rushing, to do things for the baby. Watch for both verbal and nonverbal cues.
• The caregiver begins interacting with an infant or toddler by watching the child. By watching first and not just rushing to do things for the baby, a caregiver can avoid reacting before receiving the full message from the child. He looks with both eyes. He listens with both ears. He gives the child time to get her message across. He watches for both verbal and nonverbal messages”

Step Two: Ask

• For example, teachers see that the child enjoys playing with toy cars. Teachers guess one way to engage or relate to the child might be through joint play with cars. One way to ask the question is to introduce cars to the relationship and see what happens. Teachers might also ask: What message am I sending? What am I bringing to this relationship?
• Sometimes, teachers and caregivers do not understand a childs message because their feelings get in the way, causing them to misread or not see and hear what is happening. Part of tuning into another persons emotional messages is awareness of ones feelings and emotional states. The more clearly a person understands what is going on inside himself, the more likely he will read and respond appropriately to a childs signals”

Step Three: Adapt

• Adapt your actions according to what you believe to be the childs desires. Watch how the child responds to your actions. Modify your actions according to the childs response, and watch, ask, and adapt again. “While caregivers continue to watch and ask, they engage the child. As they engage the child, they will collect valuable information. They may learn that the child does not like to share but does like to show things to others or uses objects to establish closer contact with teachers. Caregivers may find that the child wants to be left alone. They adapt their actions by what they learn: leave, show interest in what the child shows them, or allow the child to get on a lap because she seems to be asking for that.
• A caregivers action does not have to be in direct relation to the child. The environment may be altered to make it more interesting to the childfor example, teachers put more objects on the floor, or they may try to interest some other children in peer contact

Reflective Question Prompt

Reflect on a recent learning experience where you applied the responsive process of Watch, Ask, and Adapt. After reflecting on your learning experience, answer each question below:

1. Watch: What observations did you make about your learning environment and your own engagement? How did these observations guide your understanding of the task at hand?
2. Ask: What questions did you have during the learning process? How did asking these questions help you clarify your thoughts or challenge your assumptions?
3. Adapt: Based on your observations and questions, how did you modify your approach or strategies? What were the outcomes of these adaptations, and what did you learn from this experience?

PART 3

If there is a part of your assignment that you are especially proud of, want feedback on, or want me to focus on when grading, please make a note of that at the end of your submission or put that information in the comment area of the grading section. If you forget to tell me what you want feedback on I will use the rubric and comment on one thing.

All submitted work for this class must be original and created specifically for the assignment. Any work determined not to be original and individual is subject to a reduction in points, with a possible grade of 0 (zero) for that assignment.

**This assignment will remain open for 1 additional week after the due date for late submissions. You can submit late (no need to message me and ask), however, full points will not be available for papers that are not submitted by the original due date.

For this assignment, you will be recording and uploading a 5- to 10-minute video response. Videos can be recorded using any software or tool, but all videos are required to be uploaded to My Panopto Videos for assignment submission. You can also use the Panopto Desktop Recording tool to create your video. for detailed Panopto instructions.

You will pick one item that addresses a current issue and make connections to class concepts. The item may be print or video, and may be the product of any source. For example, an article from the current edition of a newspaper or magazine, a segment from a news or talk show, YouTube post, vlog, or any program that features current affairs would all work for this assignment. Videos or clips should be no more than 2 minutes in length.

For this video presentation:

1. Clearly identify the argument, premises, and conclusion presented in the article or video clip and explain its importance. Did the speakers/writers use deductive or inductive reasoning?
2. Identify 3 of the following: vague/ambiguous language, credibility, cognitive bias, rhetoric, logical fallacies, generalizations, arguments from analogy, cause and effect reasoning, and value judgments about morality/law/aesthetics. Explain why you think the argument fits this concept. Also identify if this was purposeful and why, as well as how this impacts the strength of the argument?
3. Provide a conclusion to your video. Was the argument convincing? What is your position? (30 seconds max)

Length: 510 minutes

You will be graded on:

• Your ability to identify arguments being made about relevant issues in our world today
• How well you identify class concepts; accuracy and a clear explanation are required
• Your use of terminology from the textbook/ class lectures
• Your ability to showcase your critical thinking skills
• Your presentation skills and delivery

Note:

1. Texts or clips cannot be more than 90 days old.
2. Recording, Uploading, and Submitting
   1. You may cut up clips, pause to identify concepts, or use a clip for a full 2 minutes. However, you cannot use over two minutes of video.
   2. Clips and articles must be presented on video and added to a reference slide in a PowerPoint that you will use to supplement your presentation.
   3. If using the Desktop Recording Tool, it is recommended to choose the Record Screen and Webcam option for this presentation. Showcase your video clip or article in your browser to ensure audio comes through to your finished presentation.

   you need to ask me what the topic is before doing the assignment. i will do the video of course you will do all the writing

PART1-

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Sharing Art Reflection: Museums

Art museums hold an enormous amount of power. Museums as institutions are tastemakersthey determine what deserves to be displayed on their walls and, therefore, what deserves to be appreciated by viewers. This art is usually created by white European artists and in favor of white Europeans. The art museums selections determine how we remember our histories, which documentations of history we value, and what art is included in the art historical canon going forward.

Please watch the Art21 YouTube video with Kerry James Marshall above. Consider Marshalls observations of what art is displayed on the museum wall. In particular, reflect on how he argues that all the art is all good, you know? We all like it. But […] at some point you become acutely aware of your absence in the whole kind of historical timeline that develops this kind of narrative of mastery. Museums determine this narrative of mastery, and when we, as viewers, attend museums, we perceive the history of art through the lens of the museum’s curation. Marshall also reflects on the fact that non-European artists only really begin to have art shown on the museum wall after they have been dominated and colonized by Europeans and [start] doing what the Europeans were doing.

Ultimately, though, it’s up to us to begin to consider what can be done to acknowledge, combat, challenge, and/or change how this system of power determines an artist or an artwork’s worth. So, for your first reflection exploring how we share art, lets consider the impact of the museum and how we might counteract systemic exclusion.

Guidelines:

To earn full credit, consider the following questions as you write your reflection:

• What effects might the exclusion of non-white European artists from the museum have on viewers? What about the effect this has on artists?
• What actions could you take (as an artist, a museum attendee, a museum employee, etc.) to acknowledge, combat, challenge, and/or make a change?

Due Sunday by 11:59 pm

Points Possible: 20

Submitting Your Assignment:

1. Please complete the assignment as a pdf, docx, or doc file.
2. Click the Submit Assignment link located above.
3. Click Choose File.
4. Select your document.
5. Click the Submit Assignment

PART 2

Primary source reading: “Con Safo (C/S) Artists: A Contingency Factor” 1971

Mel Casas, Chicana and Chicano Art (2019)

Casas was an educator and co-founder of the San Antonio Artist Collective Con Safoconsidered by many to be one of the most significant Chicano Art groups of the 60s and 70s at a time when Chicano art was not being shown at mainstream venues.

The letters/symbol “C/S” is found across many Chicanx art forms and it has a long history of use.

Assignment: Pick at least one line of the manifesto that resonated with you and reflect on it. Also, how does the manifesto relate to how Con Safo is used in the graffiti and tattoo communities? Watch the 2 short videos linked and/or draw from your own personal experiences of C/S if you have some. Due by midnight on Sunday.

Don’t worry about writing a formal essay, just your reflection, it can be written in 1st person and at least 200 words, click “tools” above to get word count. If you quote directly just make sure to write who you are quoting, see names on links below. Your reflection can be typed in the text box or attached as a pdf or word doc.

I will post your points in gradebook and write a comment in the comment box.

PART 3

inWeek 4: Course Check-in

Hello all,

For this week’s discussion, I want to learn about your interests and majors. Please answer the following questions in the post by midnight on Sunday. You can type the post or record a video just click the icon in toolbar menu ““

1. What is your major or college goal? (if undecided please state that)

2. Do you like to make art, videos, or music? If so, please share a little about what you like to do or if you are interested in getting started with something new, let me know too, maybe I can help with some resources.

3. Do you think you might be interested in submitting an art piece option for the mid-term?

If you have any other comments, questions or concerns please include in your post or email me privately if you prefer that method.

For this week’s discussion, you need to post before you see other posts, also, for this week’s discussion you are just required to make your initial post, you don’t have to reply to classmates, but please do if there is something that interests you.

See the Attachments, Please no AI. I got a zero last time because of that. Let me know if you need more materials or informations, thank you

Intro & Ch 1 Review (Assignment 4)

I hope you enjoyed your Mardi Gras break! For this week, you are required to write a review of our textbook Introduction and Chapter 1. Now that you are knowledgeable on nontraditional students, we need to explore the places where most nontraditional students are found, and what happens there, which is what the textbook covers. To start the process, we will review the textbook’s Introduction and Chapter 1. Familiarize yourself with the terminology listed below and answer the question below as your review. Make sure you also read other peers’ presentations. Chapter 2 is presented next – separately.

QUESTION: Read the Introduction and Chapter 1 (Nontraditional Students in Higher Education) and tell us what these terminologies really mean in relation to nontraditional students and the textbooks context. For each terminology, write 1 to 2 detailed paragraphs. (A photocopy of the whole textbook is also available). Submit by Sunday, March 1, 2026, 11:59pm.

Justice

Neoliberalism

Trait Framework

Behavioral Framework

Actions Framework

PART 1

do?Injury and Illness at School-What should you do?

How to Handle Injury and Illnesses that Happen at School

It is unfortunate but a fact of life that children can, and do become injured and ill at school. Knowing the school’s procedures is very important, for all staff members; teachers, TAs and other support staff.

Often the injuries are not serious; scrapes, falls, bumps and bruises are fairly common. Children do come down with

colds and flu, sore throats, and other illnesses. Even though most injuries and illness are not serious, falls and head

injuries may be, as well as high fevers or earaches.

As a teacher our primary job is to make sure the children are safe at school. Knowing what to do if an injury or illness

occurs is critical for our mission to provide a safe environment.

Please respond to these questions:

• Imagine a child has fallen off a climbing structure and is laying on their back on the ground below. What should you do?

• In the middle of the school day, a child is not participating which is unusual. You ask the child how they are feeling and they start to cry. What should you do?

• You determine that an injured child needs medical care. Who should you contact and what should you do with the child while awaiting medical assistance?
• A parent of a child in the class asks you what they should do about getting a flu shot or a vaccine. What should you tell them?

• If you have experienced an injury at your school site, please describe what happened and what the staff did during and after the situation.

Word Count 200

Replies to at least two peers are required

PART 2-

Complete this assignment…

Once you access the link to the Mandated Reporter Training, complete the the training for Child Care Providers. Once you click the link, scroll to the bottom to access the training.

At the conclusion of the training you will take a final exam, which will test the information that you have learned during the training. You will need to earn 80% to receive the certificate.

Upon scoring an 80% or higher you will be issued a certificate, which will serve as proof of your completion of this training.

Load your certificate below to submit.

PART 3-

Assignment:

As part of our ongoing safety assessments as teachers, we need to make sure our outdoor learning environments are safe. Many injuries can happen when children are outdoors. Many injuries can happen due to faulty equipment and maintenance, but direct and constant supervision is one of the best ways to prevent accidents.

Teachers should be stationed around the playground to supervise specific areas. This is not the time for teachers to socialize and be having conversations in groups. Supervision and facilitating play is the role of the staff when outdoors.

Directions:

1. Open the Preschool Checklist and print a copy
2. Contact the school where you plan to complete the checklist and make an appointment
3. Go by yourself, not in groups
4. Take the checklist and fill out each section listed
5. If you find safety concerns, notify a staff member
6. Add another item you think would be important at the bottom of the checklist
7. If you have questions, do not interrupt the staff members, but call the office after you leave
8. Be sure to list the name of the school, and the contact information for verification
9. If children are present when you are conducting your assessment, do not speak to them or interrupt their play. Try to be as unobtrusive as possible-Like you are a fly on the wall!

Chapter 2 Review (Assignment 4 con’t)

For this chapter, you are required to make a review of the textbook’s Chapter 2 – Theoretical Frameworks. The purpose is to learn from each other on how to write reviews, and that is why it is being presented like a discussion, because you have to upload your review for others to read, while you can also read their presentations. This should give you a good idea of how to write subsequent assignments that will be graded individually. However, you need to review the rubric below, as your score will be based on it. Submit by Sunday, March 1, 2026 11:59 p.m.

Critically review chapter 2 by answering the following questions in 2-3 pages:

What were 3 key concepts in the chapter?

How was this chapter relevant to you in relation to nontraditional students?

10 March Reading Response Instructions

3/10 Freedom on My Mind Chapter 13 Fighting for a Double Victory, 19391950;

Bette Collier-Thomas and V. P. Franklin, eds., Sisters in the Struggle, Ch. 12:

Elaine Smith, Introduction and Closed Doors by Mary McLeod Bethune, pp. 1120 and

For the Race in General & Black Women in Particular: The Civil Rights Activities of African American Womens Organizations, 19151950, pp. 2141.

12 March Reading Response Instructions

3/12 Freedom on My Mind Chapter 14 The Early Civil Rights Movement, 19451963 and A-22 Brown v. Board of Education of Topeka, A3436 Historically Black Colleges 1865;

Martin Luther King, Why We Cant Wait, chapters 14;

Rosa Parks, Tired of Giving In in The Launching of the Montgomery Bus Boycott Ch. 4 in Sisters in the Struggle, pp. 6174;

Jeanne Theoharis, A Life History of Being Rebellious: The Radicalism of Rosa Parks in Want to Start a Revolution?, by Gore, Theoharis and Woodward Ch. 4, pp. 94115.