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Most of the children who are living in a low income household, simply aren't equipped with a range of emotions for how to respond in certain situations.
The majority of students who are acting out in classrooms, for example, a student with anger problems, only knows how to act angry in that circumstance, due to the fact that at their home, they aren't taught how to express any other emotions.
Children raised in poverty are are more likely to display ....
Examples
Can We Change Our Brain?
How does this increased stress affect school performance?
Studies show that disciplinary strategies grow harsher as income decreases.
Action Steps ...
These skills give students the capacity to override the adverse risk factors of poverty
More stress at home = more disruptive behavior in school.
Engagement Tips
Other Strategies ....
-Switch up social groups regularly (every 10-20 minutes)
-Incorporate movement (stations, switching etc…)
-Ask more compelling questions (not who saw this movie, but "How many of you have sen or experienced this in your life?"
-Appreciate and acknowledge every response
-Use energizers (games, dramas, simulations, demos, etc…)
-Keep the content alive with call backs, hand raisers stretching etc…
-Be passionate. If you don’t make it exciting and interesting, it won’t be!
Action Steps
Hope Building - students from low SES households need a "megadose" of hope. we make assumptions that low SES kids will have less access to resources, be more stressed, be sick more often. Although these things are often true, we can make a difference by providing hope. "Hope changes brain chemistry, which influences the decision we make and the actions we take. Hopefulness must be pervasive, and every single students should be able to feel it, see it, and hear it daily" (p.113).
Monty's story .....
It does not "work to pity kids raised in poverty and assume that their background dooms them to failure ... what works is to acknowledge that the human brain is designed to change from experiences and that if we design enough high quality experiences, over time we will get positive change"
"The research suggests that the worse off kids are, the greater potential gain" (p.64).
The following do not work:
Enrichment Mind Set
Relationship Building
Accountability
"Doing the same thing over and over and expecting a different result is a recipe for failure. [Our] school will get results only when [we] shift [our] collective mind-set from "those poor kids' to 'our gifted kids.' Stop thinking remediation and start thinking enrichment. the enrichment mind-set means fostering intellectual curiosity, emotional engagement, and social bonding" (p.94).
Hard Data
Support the Whole Child
Schoolwide Success Factors
Which policies have the greatest positive impact on the brains of students raised in poverty?
Mentoring relationship can be a great foundation for school improvement
Action Steps:
• Build relationships among students
• Build student-staff relationships
- avoid raising voice unless it is emergency
- do what you say you are going to do
- acknowledge a change in plans if you need to make one
- never demand what you want … Always say please and thank you
- Own your mistakes and make amends
- be consistent and fair to all (show no favoritism)
- Offer all the support you can in helping students reach their goals
- Positively reinforce students when they do something right
- show care more than you show authority or knowledge
"Passion comes from feeling responsible and accountable for results, which means its the rigor, intensity, and duration of the enriching education you provide that matters" (p.82)
What are you up against??? Each year a child has about 4,368 hours of which you get about 1,260 or 28%
"With the small proportion of their lives that you do have you cannot afford to put a student down or treat him unfairly. You cannot afford to bore a student or fail to engage her in class ...School needs to be a nonstop bobsled run, full of activity, challenge, correction, support, and enrichment. You need to challenge students to do their best every hour of every day they are in your charge. Unless your school is doing this month after month, year after year, you have no chance." (p.82)
We cannot surrender to the despair and deprivation of students ' lives outside school
"Each child has a limited set of internal resources for dealing with everyday worries as well as bigger stressors. Once that capacity is maxed out, the first casualty is school. Why? When kids are worried about being evicted or living in abusive households, doing well in school barely makes it onto the to-do list. If you have a painful, persistent toothache, the teachers well-designed lesson seems irrelevant. To get kids to focus on academic excellence, we must remove the real- world concerns that are much higher on their mental and emotional priority lists" (p.73)
"At one school, only 4 percent of students reached the writing standard in "descriptive settings." The teacher team checked the interpretive guide to the state assessment to learn what an effective descriptive setting looked like. In less than 30 minutes, they sketched out an effective lesson for addressing this deficit. They implemented the lesson and assessed progress weekly. In a short time, the teachers got an astonishing 94% of students to write high-quality descriptive settings. One half hour meeting and one month of implementation of the lesson plan achieved clear results" (p.79).