2. Whenever you see Homer S.
please reflect on that
information using sticky note.
Directions
3. Defining Poverty
īŽ Government defines it as certain income
levels. Statistics reflect people on
assistance.
īŽ What is poverty in one geographic region can
be almost middle class in another.
īŽ New displaced and homeless â are now in
poverty, but not included in statistics.
4. Education Connection â Demographic
achievement mirrors local poverty
īŽ Poverty, race, and schooling are very highly
correlated with location. (For ex: Atlanta,
Charlotte, New Orleans)
īŽ African-Americans are the most racially
segregated, but segregation is declining.
īŽ Second most segregated group is Latino. No
changes to ratio of segregation.
īŽ School racial composition affects academic,
social, and economic outcomes.
5. Overall Percent of Children in Poverty
Children and Poverty 2008
17%
83%
Poverty
Not Poverty
Children and Extreme Poverty 2008
8%
92%
Extreme Poverty
Not Extreme Poverty
6. Caucasian Children in Poverty
Caucasian Children and Poverty 2008
10%
90%
Poverty
Not Poverty
Caucasian Children and Extreme Poverty 2008
4%
96%
Extreme Poverty
Not Extreme Poverty
7. African-American Children in Poverty
African-American Children and Poverty 2008
33%
67%
Poverty
Not Poverty
African-American Children and Extreme Poverty 2008
17%
83%
Extreme Poverty
Not Extreme Poverty
8. Latino Children in Poverty
Latino Children and Poverty 2008
25%
75%
Poverty
Not Poverty
Latino Children and Extreme Poverty 2008
11%
89%
Extreme Poverty
Not Extreme Poverty
9. Childhood Poverty 15 Year Trend
0
5
10
15
20
1 2 3
Year
MillionsofChildren
Poverty Extreme Poverty
10. Other Poverty Issues
īŽ Children of immigrants 22% of poverty cases
īŽ Immigrant rates are increasing
īŽ New Poverty Group:
Great Recession Homeless
11. More Poverty Issues
īŽ Poverty limits school achievement but effect
of actual income does not affect number of
years of school completed
īŽ Extra-familial environments begin to matter
as much or more for children than family
conditions once children reach school age
īŽ School related achievement depends on both
ability and behavior
12. BIG IDEA: Poverty Effect on
School Children
īŽ Poverty associated with delayed language
development and other cognitive skills
īŽ Lower literacy rates and poor numeracy skills
īŽ Higher rates of behavioral and emotional
disorders
īŽ Higher percentage of students in Special
Education and/or needing support services
13. Behavior Disorders
īŽ Chronic stress disorder
o
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stres
s
reduc
ing
outlet
s
xpos
ure to
viole
nce
in
neigh
borho
od or
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o
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14. Education Impact
The relationship between income and schooling
appears to be related to a number of
confounding factors such as:
īŽ parental education
īŽ family structure
īŽ neighborhood characteristics
Many families in poverty donât take the time to
have conversations. They have arguments.
Result: Students canât learn appropriate social skills
outside of school.
15. Lack of Parent Involvement
īŽ Donât get involved in school functions or
activities
īŽ Donât contact school about academic
concerns
īŽ Donât attend parent-teacher
conferences
Children in poverty are more likely to lack
(and need) a caring, dependable adult in their
lives. Teachers may be only adult offering any
support
16. Challenges for failing public schools
īŽextreme socioeconomic
stratification
īŽhigh population of poor children
īŽlegacy of underfunded schools
in urban and rural communities
17. A Common Problem with Poorer Students
High tardy rates and high absenteeism
Attendance problems often indicate
negative parent attitudes towards
school
Parents may actually discourage
participation in school
18. What can a teacher do?
How well and how quickly we help kids adapt to
school forecasts long-term school outcomes
How do we create the âSCHOOL PROOF KIDSâ?
Teaching to the Test ?
This doesnât work!
HOPE is not a strategy!
19. Ways to change IQ
īŽHome environments and living
conditions
īŽQuality of nutrition
īŽEarly childhood experiences and early
educational intervention
īŽAmount and duration of schooling
A good teacher for three to five years would
eliminate the average gap between
economic groups and between ethnic groups
20. One:Children need a Fluid IQ
īŽ Students need the ability to rapidly adjust
their strategies and thought processes from
one context to another
ex. Child is taught how to cross the street.
They may use this knowledge with their bike
or skateboard, or in a new neighborhood.
īŽ A method of teaching this is with graphic
organizers, etc. Adjusting their knowledge to
another context.
21. Two: Experienced-based brain
changes
īŽ Video games â develops attention skills
īŽ Intensive language training evokes
measurable physical changes in auditory
brain maps
īŽ Spatial navigation abilities correlate with the
brain area responsible for explicit learning
and memory
īŽ Learning music results in improved attention,
sequencing, and processing
īŽ Learning new skills increases brain speed
22. Previous skills help students
īŽ Focus onâĻ.
īŽ CaptureâĻâĻ
īŽ ProcessâĻâĻ
īŽ Evaluate and prioritizeâĻ.
īŽ ManipulateâĻ..
īŽ ApplyâĻ.
īŽ PresentâĻ.
âĻ. Information in a meaningful way
23. What does not work.
īŽ Focusing only on basics (drill and kill)
īŽ Maintaining order through show of force
īŽ Eliminating or reducing time for arts,
sports, and PE
īŽ Increasing and intensifying classroom
discipline
īŽ Decreasing interaction among students
īŽ Delivering top-down lectures
24. High performing schools donât make
these mistakes
īŽOverdoing pep talks and hot air
īŽPlanning endlessly
īŽPutting kids first, staff last
īŽCreating climate of fear
īŽMeasuring improvement solely
through test scores
īŽTreating symptoms, not causes
īŽCounting on big wins, quickly
25. How to Achieve Classroom Success
īŽ Match curriculum and instruction to standards
īŽ Turn standards into meaningful units
īŽ Pre-assess studentsâ background knowledge
(at least a week before the lesson)
īŽ Adjust pre-planned lesson plans
īŽ Practice hope building â learned optimism
âĸ changes brain chemistry
âĸ must be pervasive and felt by all
âĸ hopeful kids try harder, persist longer, get better grades
īŽ Remove learned helplessness and feelings of
inadequacy. (Prevents passivity and feelings of
lack of control over circumstances (as early as 1st
grade)
26. How to create Hope
īŽ Daily affirmations
īŽ Asking to hear studentsâ hopes and offering reinforcements of those
hopes
īŽ Telling students why they can succeed
īŽ Providing needed academic resources (paper, pencils, computer
time)
īŽ Helping students to set goals and build goal-setting skills
īŽ Telling true stories of hope about people to whom students can
relate
īŽ Offering help, encouragement, and caring when needed
īŽ Teaching life skills in small daily chunks
īŽ Avoid complaining about studentsâ deficits. If they donât have it,
teach it!
īŽ Treating all the kids in your class as gifted
īŽ Building academic, emotional, and social assets in students
27. Engagement Strategies
īŽ Switch up social groups
īŽ Incorporate movement
īŽ Ask more questions (avoid rhetorical ones!)
īŽ Appreciate and acknowledge every
response
īŽ Use energizers and demonstrations
īŽ Be passionate about subject âdraws
students into emotional drama of content
28. Schools that work do these things
īŽ Standards to design curriculum and
assess student work and evaluate
teachers
īŽ Lengthen instruction time in reading
īŽ Spend more on professional
development
īŽ Engage parents in their childrenâs
education
īŽ Monitor student progress and get extra
help for those who need it
29. FYIâĻâĻ
īŽ Students score higher on reading tests when
teachers felt able to use a variety of
assessment tools
īŽ Gains in vocabulary and comprehension skills
when teachers gave them reading material a
paragraph or longer in length,
and reading in core subject areas,
and use of computers, workbooks and skill
sheets
30. BIBLIOGRAPHY
1. Hanushek, E. A. (2010). How well do we understand achievement gaps?
pp. 5â12, National Assessment of Education Progress (NAEP)
(http://www.irp.wisc.edu/publications/focus/pdfs/foc272c.pdf)
2. Jensen, E. (2009). Teaching with Poverty in Mind: What Being Poor Does
to Kids' Brains and What Schools Can Do about It. ASCD
3. Manning, J. P., & Gaudelli, W. (2006). What Teacher Educators Should
Know about Poverty and Special Education. Teacher Education and
Special Education, Volume 29(4), 236-243
4. http://www.childrensdefense.org/newsroom/
5. http://ddmt.vaniercollege.qc.ca/~s0330431/ece/effects.htm
6. http://www.education.com/reference/article/Ref_New_Research_High/
7. http://www.futureofchildren.org/information2827/information_show.htm?
doc_id=72167
8. http://www.ed.gov/pubs/startearly/ch_3.html
9. http://www.nap.edu/readingroom/books/prdyc/ch7.html