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Teaching with Poverty in Mind

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Title: Teaching with Poverty in Mind Subject: Poverty and Learning Author: ASCD Last modified by: Administrator Created Date: 1/8/2009 6:29:44 PM Document ... – PowerPoint PPT presentation

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Title: Teaching with Poverty in Mind


1
(No Transcript)
2
Desired Outcomes
  • By the end of the session, participants will be
    able to
  • Detail the impact that poverty has on the brain
    and learning.
  • Utilize the SHARE factors to promote successful
    school experiences for students of poverty.

3
  • There is reason to believe that what poor and
    affluent kids need from school is not quite the
    same thing.
  • Michael Petrilli, Educational Leadership, May
    2013
  • Educators today are actually the frontline civil
    rights workers in a long-term struggle to
    increase equity.
  • Moses, R., Cobb, C. E. (2002). Radical
    equations Math literacy and civil rights.

4
Why Focus on Income?
5
Schoolwide Success Factors
  • Factors that high-achieving schools supporting
    students of poverty have in place
  • Support of the whole child
  • Hard data
  • Accountability
  • Relationship building
  • Enrichment mind-set

6
  • Students are In School for 1000 Hours and Out of
    School for 5000
  • How good is your 1000?

7
Support the Whole Child
8
Hard Data and Accountability
9
Relationship Building
10
Difference Relationships
  • Greet students by name
  • Ask about their family, hobbies, and whats
    important to them
  • Stop telling students what to do and start
    teaching them how to do it
  • Responding to inappropriate student behavior
  • Never embarrass in front of peers meet after
    class reaffirm your relationship demonstrate
    the behavior you wanted say why its important
    as the student moves through school end by
    affirming common goals and interests

11
More about Relationships
  • No matter how difficult Elenas class seems, I
    needed to love them. During the first months,
    they werent easy to love by the end of the
    year, they were my best-behaved class and paid
    attention even to the lessons that werent so
    exciting. One-on-one conferences helped me get
    close to each student. I found unconditional love
    was the best tool in my teachers tool kit.
    First, I gave them love in return, they
    conducted themselves like individuals worthy of
    that love
  • Kathy King-Dickman

12
Challenging Assumptions (Beth Lindsay Templeton,
Educational Leadership, May 2013
  • Why is that child so rude?
  • Student may live in an overcrowded household
    where speaking loudly even if someone else is
    talking is necessary to be heard
  • Teach student to write comments on sticky note
    speak in a soft voice use small groups commend
    appropriate behavior
  • Why does that mother let her son dress like that?
  • Family may need to wash clothes at a Laundromat
  • Keep a lost and found and provide clothes give
    child clothes that another outgrew

13
Challenging Assumptions continued
  • Why doesnt he do his homework?
  • Chaotic and noisy home parents working multiple
    jobs and/or swing shifts taking care of younger
    siblings or ailing grandparents
  • Provide help to students who arrive early or left
    late build homework time into schedule
  • That child is so lazy. He sleeps in class every
    day!
  • Stays awake to see parent who works until
    midnight home or neighborhood is noisy has
    family responsibilities
  • Allow student to stand direct entire class to
    stand and stretch provide earplugs offer time
    for sleep (extreme case)

14
Enrichment, Not Pity
15
Difference Health and Nutrition
  • Focus on oxygen and glucose
  • Have students engage in slow stretching while
    taking slow deep breath to increase oxygenation
  • Ensure students engage in available physical
    activities (e.g. do not withhold recess from
    students for a disciplinary issue)
  • Use games, movement, and drama

16
Classroom Success Factors
  • Factors that high-achieving classrooms supporting
    students of poverty have in place
  • Standards-based curriculum and instruction
  • Hope building
  • Arts, athletics, and advanced placement
  • Retooling of the operating system
  • Engaging instruction
  • (Yellow Handout Note-taking Guide)

17
Standards-based curriculum and instruction
Danielson
18
(No Transcript)
19
Hope building
Danielson
20
Difference Hope and the Growth Mind-Set
  • Teach students that their brains can change
  • Avoid telling students they have a limited amount
    of focusing power
  • Provide quality feedback

21
Difference Effort
  • Use buy-in strategies
  • Make connections to the students world
  • Affirm effort every day in the classroom
  • Set high goals

22
Arts, athletics, and advanced placement
Danielson
23
Retooling of the operating system
Danielson
24
Difference Cognition
  • Focus on core academic skills that students need
    most
  • How to organize, study, take notes, prioritize,
    and remember
  • Teach problem-solving, processing, working memory
    skills, and self-created mnemonic devices
  • Start small (e.g. recall of words, then phrases,
    then whole sentences)
  • Use this foundation to build higher-level skills

25
Engaging instruction
Danielson
26
Difference Vocabulary
  • Be relentless about introducing and using new
    vocabulary words
  • Use engaging activities such as trading cards,
    verbal gestures, and movements
  • Incorporate vocabulary practice into daily
    rituals and provide incentives for use

27
Beyond Vocabulary Leveraging Teacher and
Student Talk (Kathy King-Dickman, Educational
Leadership, May 2013)
  • Realize the way you talk to students might affect
    their achievement
  • Provide positive feedback
  • Utilize strong vocabulary
  • Increase time students spend in purposeful talk
  • Increase opportunities for every student to
    participate and decrease instances of calling on
    one or two students

28
Difference Distress
  • Give students more control over their own daily
    lives at school provide choice
  • Teach students coping skills (e.g. If this, then
    that) share own examples and have students help
    you model how you handle stressors and
    challenges
  • Encourage and provide opportunities for
    responsibility and leadership
  • Embed more fun into classroom activities

29
What, there is a quiz?
  • Tally marks in Section A, B, or C.
  • (Adapted from Ruby Payne, A Framework for
    Understanding Poverty, 2005)
  • Section A - I know how to
  • use a credit card, checking and/or savings
    account.
  • get children into Little League, piano lessons,
    and soccer
  • repair items in my house almost immediately after
    they break, or I know a repair service and call
    it.
  • talk to children about going to college.
  • get the best interest rate on my car loan.

A B C II
30
Section B I
  1. have favorite restaurants in different countries
    around the world.
  2. have at least two homes with full time staff.
  3. fly in my own plane, the company plane, or
    private jet rental.
  4. know the hidden rules of the Junior League.
  5. know how to read a corporate balance sheet and
    analyze your own financial statements.

31
Section C I know how to
  1. live without a bank account.
  2. physically fight and defend myself.
  3. move in half a day.
  4. bail someone out of jail.
  5. keep my clothes from being stolen at the
    laundromat.

32
Where is your comfort?
33
How Good is Your 1000?
34
Beyond the Workshop
  • School Wide (Salmon)
  • Classroom (Lavender)
  • Characteristics of High-Poverty, High-Achieving
    Schools
  • Characteristics of High-Poverty, High-Achieving
    Schools

35
(No Transcript)
36
Another voice
  • http//www.ted.com/talks/bryan_stevenson_we_need_t
    o_talk_about_an_injustice.html

37
Big picture measures
  • Un-level the playing field provide additional
    resources and supports
  • Strengthen parental involvement offer sustained,
    intensive training programs
  • Make home visits step through the childs door
  • Create a safe, ordered environment with
    consistent routines
  • Identify and use disciplinary practices that
    match the student population
  • Incorporate school family rituals
  • Volunteer and mentoring programs
  • Developing key partnerships
  • Move mindsets from my students to our students
    take ownership for student learning focus
    resources on helping struggling students
  • Participate in Professional Learning Communities
    use data and progress monitoring

38
So, in review, what can be done to counter each?
  • Four primary risk factors for students of
    poverty
  • Emotional and social challenges
  • Acute and chronic stressors
  • Cognitive lags
  • Health and safety issues
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