Who Is Jim Stigler's To Blame On The Board?

After coloring for a few minutes, he looks up and tells the teacher, “you can’t look at mine until snack time.” She responded with okay, and asked the boy to take a few crayons so the others at his table can have some. He hands her the cup, and continues to draw and color

It was 9:45am on Tuesday, October 20th, 2015: The children were taking part in an art activity. On the piece of paper, each child had a drawn out bubble lettered number one. They were given each given four popsicle sticks and a small pile of glue. The teacher instructed them to use the paint brush to spread the glue out inside the number one and then place the popsicle sticks on top.

When one deprives themselves of the knowledge necessary for them, they are withholding the utilities made to better themselves as a person and reveal their true self. In the novel Fahrenheit 451 written by Ray Bradbury, the protagonist Guy Montag learns to live with the society he resides in that denies its citizens of extensive knowledge coming from books, even sticking to a job where he is burning the books containing that exact wisdom. Guy Montag was the prime example of the typical emotionless fireman until he evolved into a rash, defiant man who can no longer tolerate the ways of his society due to the conflicts he experiences with it.

During my project I learned a lot about what it was like for American veterans when they came home from the war. I also was able to have conversations with my grandma, depicting what it was really like for people when they came back. She described it as a “dark time”, where people who didn’t want to be at the war were being drafted to go. At the time she was in college, and she mentioned they tended not to draft people who were educating themselves. Which is ironic because at the beginning of the novel, Tim O'Brien has offers to go to grad school at Harvard. I felt like with the appropriate amount of work time in class, it was easy to finish our project on time and communicate with our partners. However, it was very difficult to post things

“For many children, interest in a particular art form leads to sustained attention when practicing that art form. Moreover, engaging in art often involves resolving conflicts among competing possible responses, such as when choosing the correct note to

Digging through the recycling bin of the math supervisor's office, I pull out an old piece of paper with typed font on one side, and blankness on the other -- perfect. “Mom,” I say, looking up with my four-year old eyes, “Do you have a pencil?” She goes into her purse to retrieve one, eager to see what simple drawing I could create as we waited for my dad (who was a math teacher at the time) to come out of his meeting. However, as she is searching, I waddle right up to the bookshelf and pursue my options. A vast array of different grade-level textbooks were laid out before me; the third-grade option seemed most suitable. I took my pencil, the book, and the paper, and sat sat down at the table to see what I could make of the advanced problems.

The classroom that I observed today was called, “Rainbow Fish,” and the first student I observed was drawing pictures in her notebook. Each child has their own notebook they are able to write, color, draw, whatever they would like in. These notebooks are placed together on the writing center shelf. The student grabbed her notebook off of the shelf and walked over to the crayon, marker, and pencil area to choose a writing utensil. This classroom was clearly marked with pictures and words so students knew where to get every item they need. Once she had her notebook and her blue marker, she sat down to begin her drawing. The tables in the classroom had the children’s names written on them so the children knew where to sit during meal time. This student sat in her designated area. Although she did not have to sit at this specific table or in this specific spot, she was so use to sitting in this area, she felt like this was safe for her creative side to come out. What I observed the student drawing, I saw, which was to me, nothing but simple blue scribbles. When the student stopped to think of what to draw next, I asked her what she was making. The student replied with, “A flower, can’t you

My personal reaction to this assignment has been positive. I feel very optimistic. I believe that my research and future suggestions may offer some insight to reduce risk factors in Willie Bell situation. I will be able to offer alternatives to improve my great grandmother lifestyle to prevent future attacks. In general, older people are aware of their decreasing capabilities and have no alternative but to make adjustments as the go. A few older people discontinue driving because of a sudden disabling event. In Willie Bell case, the event was the Anxiety, which to some extend reduced her physical capabilities. The general concern is the increased risk of driving accidents because of her refusal to give up a driver’s license. Denial of her

My lesson will be addressing the kindergarten math standard of identifying and describing shapes. In kindergarten, this consists of being able to identify various shapes such as squares, circles, rectangles, triangles, hexagons, cubes, cones, cylinders, and spheres. To do this we will first go over what each of the shapes looks like and we will also review how to describe where a shape is, above, below, next to, on top of etc. We will make use of Frank Lloyd Wright’s artwork in order to review shapes and location. We will discuss the artwork as a class and talk about the shapes that we can identify in the artwork. We will then label the different shapes on the board as a class, to help children who are still learning the shapes by

Eight weeks ago, thinking about jazz conceptually was foreign to me. I had never heard about Charles Olson or the democracy thesis. My biggest exposure to jazz music was listening to it on radio stations that I didn’t typically listen to. Over the course of the last eight weeks, my understanding of jazz music has been completely revolutionized. I have incorporated this understanding into my portion of our jazz aesthetic film project.

The children will review the elements of art, specifically focusing on shape. They will be encouraged to identify the various shapes in Paul Klee Conqueror. Also the children will be introduced to my own original art that represents the element of shape. Together we will review the various shapes that are observed and have a discussion. For instance, we will discuss Klee’s use geometric and dramatic shapes. Then the children will be asked to make their own creation inspired by Paul Klee Conqueror. As they engage in the activity we will discuss the shapes they observe in their artwork.

The sun lazily creeps through the window, painting the normally gray walls a calming yellow. During its rare appearance over the tiny elementary school in Washington, students labor over their math worksheets within the confines of their matching gray desk. Except for one little girl. Her appearance matches her Norwegian town with her blond hair and light-colored eyes. Sitting at her desk, she begins to explain her answer. She shows her teacher how she used numbers to solve the problem. Then she shows the sheep that she drew to represent the problem, just as the worksheet asked. She even wrote the explanation “I used my brain.” This statement, unfortunately, does the teacher's requirement. The teacher wants her to write about how she used the sheep to count how many 3x4 would be but fails to understand that the girl drew the sheep because the problem told her to not because she needed to use them.

“So let me ask you, child,” Fletcher states, “Do you feel sorry for him now?”

In this case, Ms. Doe was going over how to find the volume of a rectangular prism. During the lesson, she had students design their own cracker boxes. Students first worked individually on the worksheet. The worksheet asked them to find the volume of two different cracker boxes, one normal size and one smaller sized. In order for the students to be able to get into pairs and draw out their own cracker box, they had to take their paper to Ms. Doe. Ms. Doe would allow them to pair up and work on their own cracker box if they had the right answers. If they did not have the right answers, then she would go back to their table and help them figure out what it was that they had done

“Ok, I guess we won’t.” my mom started to tear up, and seconds later the tears came rolling down her face, like a child rolling down a hill.