May students express religious beliefs in-class discussions or assignments or engage in prayer in the classroom?

May students express religious beliefs in-class discussions or assignments or engage in prayer in the classroom?  What are some limitations? Support your position with examples from case law, the U.S. Constitution, or other readings.



Discussion 1B:

Do all student-led religious groups have an absolute right to meet at K-12 schools? If not, discuss one limitation under the Equal Access Act. May a teacher be a sponsor of the club? Can the teacher participate in its activities? Why or why not? Support your position with examples from case law, the U.S. Constitution, or other readings.




Discussion 2A:

Following current events related to immigration reform, a group of students came to school wearing t-shirts representing national flags from a variety of countries and were bullied by fellow students with a variety of racial and ethnic slurs.  How would you respond to both groups?  Be sure to cite any applicable case law, school board policies, and state laws to support your answer.




Discussion 2B:

Imagine that the cell phone you have confiscated has readily visible sexually inappropriate messages on it. How would you handle the situation?  Be sure to cite any applicable case law, school board policies, and state laws to support your answer.





Discussion 3A:

Discuss the impact of the Progressive movement on the creation of the Arizona Constitution, including the declaration of rights, ballot initiatives, and recall of judges. Defend your position with examples from this week’s resources or other readings.





Discussion 3B:

Compare and contrast the U.S. Constitution and the Arizona Constitution. Discuss three findings that account for the significant differences in length. Include at least one source to support your answer.





  • Written report will be evaluated for neatness and content
  • Minimum 3 pages, double spacedhis assignment will require you to research a career that interests you. Think of the top career choice after weeks of research. What career do you keep coming back to?

What is the career title? Be specific

What are the requirements of the job? What education is required for the career?

What skills are required?

What is your major for this career?

Where do you plan to complete the education requirements? (Name of college)

How much is college going to cost you to pursue this career?

What is the average salary in California for this career?

Why did you choose this career?

Is this career a good fit for your personality and interests? Explain

Where do you plan to live to pursue this career?

What is another related career you could pursue after this career?

Addictive Behavior

Addictive Behavior

what are the challenges people with addiction faces in daily life?how can they and their families get help? what problems could occur with addiction ?

STEM Graduate Assistance

STEM Graduate Assistance

Directions: Please answer each discussion question in 150 words must use in-text citation in APA style. Answer each response in 100 words! This is due within 30 hours!



Discussion Question 1: You have a student who has an Individual Education Plan (IEP) to assist with his inability to focus for long periods of time and for assistance with slower processing, and one student who has a 504 accommodation for chunking (small sections at a time) of test structure and executive functioning. Discuss ways you can differentiate the same assessment for both students to create authentic data to represent each student’s level of comprehension and promote human flourishing.


Response 1 Stefanie wrote:

Both students have been identified as needing their learning broken up into smaller chunks. Needing information presented in smaller pieces can help with students that struggle to pay attention or when they think that a task is going to take too long or is too hard (Reeves, 2015). Allowing for students to include physical activity, have attention breaks, adjusting time frames for assignments, removing additional visual distractions, and playing memory games helps students to increase their focus on assigned tasks (Reeves, 2015).

Testing for students that have a hard time focusing should be offered in a quiet place without distractions and extended time when needed (Morin, 2021). If testing must occur in the classroom with other students, set a timer for five minutes, have both students bring their work up to the desk, allowing them to move their body and cause a break in the task, ask any questions, check their work, and then return to their desk (Reeves, 2015). Frequent breaks give students time to clear their mind and reset. Tests should also be given to students in small sections, so they only have to think about the section that is in front of them, not become overwhelmed when a 10-page, multiple choice test is given to them. Both students may also benefit from taking an assessment orally so the teacher can assess the student’s processing speed and focus as the questions are asked and answered.


Response 2: It can be a struggle to get students to actually use their separate setting accommodations as they understand doing so identifies them.  How do you work with students to get them to actually use this accommodation?



Discussion Question 2:


Implementing technology can greatly enhance the learning experience for students. What are some of the pros and cons of using technology in the classroom for activities? How do you feel about implementing technology-based assessments in your content area? Explain.

Managing assessment, record keeping, and reporting

Managing assessment, record keeping, and reporting

1. How could you use rubrics as tools for students to self-assess their learning?

2. When is the best situation to use a student portfolio?

100 words per question also times new roman size 12 font please use intext citation and refercences


Chapter 11: Managing communication with students, caregivers, and others.


1. Discuss Bloom’s Taxonomy of the Cognitive Domain?

2. How do we use Bloom’s Taxonomy to form questions and design activities at higher or

multiple levels of thinking?


Chapter 12: Managing the work of paraprofessionals, substitute teachers, and student teachers, and contact with advocates

1. Explain the definition of the word: paraprofessional

2. Discuss the difference among the work of paraprofessionals, substitute teachers, and student teachers

Chapter 13: Managing emotional trauma and job-related stress productively


1. Discuss one major source of increased teacher stress found in the behavior of students.

2. Discuss time pressure as a major source of teacher stress.




Chapter 14: It’s your turn: show your understanding of the following topics


1. The Council for Exceptional Children gives strong attention to students with special talents, but not to students with disabilities.

2. The No Child Left Behind Act places a very strong emphasis on teacher and school

How To Become A Good Networker At Workplace

How To Become A Good Networker At Workplace

Answer below questions that should be 250 words.

1.What have you learned about yourself that reinforces that you have the skills of being a great networker?

2. Make reference to ideas in this module and give examples to support your thoughts.

3. What is one area that you feel you need to improve to become a better networker and how can you accomplish this?

Science Unit Plan: Instructional Strategies

Science Unit Plan: Instructional Strategies

The second step in planning a unit plan is to prepare the instructional strategies that can make connections across multiple areas of science content.

Part 1: Instructional Strategies – Science Unit Plan

For this assignment, you will research instructional strategies and describe how they can connect multiple areas of science. Use these specific instructional strategies to support your grade/developmental level, standards, and learning objectives for the unit plan.

Continue developing the “Science Unit Plan” by completing the following components of the unit plan:

  • Instructional Strategy/Strategies Used: Each chosen strategy should provide opportunities for independent study, active inquiry, collaboration, and/or supportive interaction in the elementary classroom. Use a combination of instructional strategies that are best suited for each lesson and student.
  • Summary of Instruction and Activities: Write a brief summary of instruction, activities, and learning content of each lesson to connect students’ prior knowledge to key science concepts through application of major standards-based concepts and modes of inquiry.

The details of the “Science Unit Plan” will continue to be fully developed and revised throughout the duration of the course, culminating in a complete unit plan due in Topic 5.

Part 2: Reflection

In 250-500 words, summarize and reflect on the process of continuing your unit plan and deciding on instructional strategies that best complement your standards, learning objectives, and lesson plan. How do your instructional strategies promote critical thinking and problem solving skills? Explain how you will use this process in your future professional practice.

Support your reflection with at least two scholarly resources.

Clinical Field Experience A: Observing Student Engagement In Science And Health

Clinical Field Experience A: Observing Student Engagement In Science And Health

Allocate at least 3 hours in the field to support this field experience.

Part 1: Observation

Observing a classroom environment can provide much needed detail and understanding of students’ learning needs and continued progress.

Observe a K-8 classroom during a science lesson. If possible, observe a lesson that integrates health, PE, or nutrition. During your observation of the lesson, complete the “Clinical Field Experience A: Science Observation” form.

With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. Ask your mentor teacher for the unit and standards the class is currently learning, in order to develop the pre-assessment for Clinical Field Experience B and inquire about implementing a science pre-assessment during Clinical Field Experience B.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

Part 2: Reflection

Maintain your documentation to develop an instructional approach with students. As a follow up to your observation, reflect on your observation experience.

Following your observation, discuss the science lesson with your mentor teacher. In 250-500 words, summarize your observation and discussion with your mentor teacher, and describe how you will apply what you have learned to your future professional practice.

Your discussion should answer the following questions:

  • How do you engage students in learning opportunities specific to science?
  • How do the science lessons promote critical thinking and problem solving skills?
  • How did the students respond and engage during instruction and independent work?
  • How do you modify or adjust instruction based on response from students?
  • How do you prepare to teach instruction in the content area (vocabulary, knowledge of material, content standards, resources)

Kindergarten Through Primary

Kindergarten Through Primary, to your Instructor.


For Part 2 of your Assignment, you build upon your work by recommending supportive environments, approaches, and strategies that will foster and support language development, acquisition, and literacy during each stage, toddler through primary. Be sure to include specific ideas, strategies, and approaches you would recommend to your child’s family to help support language and literacy development at home.


Just as this module is split into 2 weeks, so Part 2 of your Assignment is divided into two sections. You will complete the sections as follows:


· Assignment Task : Section 2: Week 8: Kindergarten Through Primary (4 pages) Part 1 and 2


Kindergarten through Primary (4 pages)- Part 1

Write a 4 page paper on the stage through Kindergarten Through Primary on the Supportive environments, approaches, and strategies that help my child and his or her family to foster language and literacy development:

· Language and literacy interactions between family members, caregivers, teachers and my child.

· Language and literacy materials at home and in education settings.

· Main literacy focus during kindergarten through third grade.

Summary Reflection Part 2

For this section of your assignment, include:


(A paper that is 1 ½ page in length….The paper must answer each requirement of the assignment regardless of length)

1. Specific aspects of your child’s language and literacy development that required different supports. If applicable, strategies used with your child that were different than other children.

2. Ways you involved your child’s family in a meaningful partnership to support their child’s language and literacy growth and development.

3. Language and literacy approaches that you believe would be the most successful with your child and why these approaches were appropriate.

4. As a result of this project, describe your philosophy of language and literacy growth and development. Include one or two strategies/approaches that you believe to be most effective for all children; how language and literacy overlap developmentally; strategies/approaches that are effective in simultaneously developing both language and literacy; whether you believe the two constructs should be addressed together and why. Be sure to explain your reasoning and substantiate your thinking with citations.

5. For Part 2, you are required to cite at least three sources from the Learning Resources (from any Module), as well as three to five additional sources from your own research in APA format to substantiate your thinking.

Differentiating For Diverse Students

Differentiating For Diverse Students

Utilizing differentiation strategies in the ELA classroom is vital in meeting the various needs of students and presents an opportunity to address individual personal interests, traits, and goals. Understanding how to differentiate for different learning, linguistic, and cultural needs will increase teaching efficacy. The goal of this assignment is to practice selecting reading texts to support diverse students in the English language arts classroom.

For this assignment, complete the “Differentiating for Diverse Students Chart,” appropriately selecting a reading text (fiction or non-fiction) for each student, and providing a 50-100 word rationale for each selection. The text should be engaging, culturally relevant, and selected based on the student’s unique learning needs.

In addition, in 100-150 words, describe a strategy or activity that utilizes the selected text to teach an ELA skill for each student. Rationalize your instructional choices, supported by one or more scholarly resource (which may include your text and the readings from this course).

Support your findings with 3-5 scholarly resources.