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Book Review

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by

Yvette B

on 15 September 2015

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Transcript of Book Review

Overview
Poverty
New Learnings
Main Topics
References
Presented by Yvette Benavidez
Poverty! What is it?
The author, Eric Jensen, is a former teacher of all levels, a brain expert and leader in the brain-based movement (collaborates with neuroscientists), and author. He provides an objective and clear understanding of poverty and how the brain of the child works and does not work under the oppression of poverty. He emphasises that educators are faced with having to transform the child by improving academic achievement through meeting all the child's other needs first.

Poverty is a chronic and debilitating condition that results from multiple adverse synergistic risk factors and affects the
mind, body, and soul.
Basically not being able to purchase basic necessities
such as food, shelter, clothing, and other essentials.
There are
6
types of poverty:
1. Situational - temporary
2. Generational - 2 generations
3. Absolute - rare in U.S. (day-to-day survival)
4. Relative - family income does not meet ASL
5. Urban
6. Rural
Main Topics
Transformationists
Social
Culturally Relevant Teaching
Teach
with
Passion!
Honor
Dreams
As part of setting high expectations, in Paula Dupree's classroom (Ladson-Billings 2009), she states she does not reward mediocrity because it is just a set up for failure. If a student is not doing well in the classroom, then she looks outside the classroom at what they are doing well in.
Jensen, E. (2009). Teaching with Poverty in Mind, What Being Poor Does to Kids' Brains and What Schools Can Do About It. Alexandria, Virginia: ASCD
Teaching with Poverty in Mind
Book Review
Author: Eric Jensen
Non-fiction (reference/textbook/informational)
Overview
How Poverty Affects Behavior and Academic Performance
Embracing Mindset of Change
The philosophy here is that in order to make a change we have to change how we feel because the students can see our reluctance to work with them

Connection from this book to We Can't Teach What We Don't Know

(Howard, 2006, p. 14).
In chapter 1, he references the luxury of ignorance which is when a person has no conscious awareness of racial identity. The change can only occur when one acknowledges the
differences
of one race to another and stepping outside the boundaries of
ignorance
.

The author takes the approach of explaining how the brain is designed to change either gradually or instantly. He approaches issues from various angles to confirm the validity of his data.
School-wide Success Factors

The author provides a list of key factors it takes to be a high achieving school:

5 SHARE
factors:
S
upport of the whole child - wraparound support
H
ard Data
A
ccountability
R
elationships with others
E
nrichment Mind-Set

Classroom Level Success Factors
Instructional Light and Magic
References
Discussion Question





What Being Poor Does to Kids' Brains
and
What Schools Can Do About It
EDU 6223 7/1/2014
4
primary risk factors
afflicting families living in poverty:

E
motional and social challenges
A
cute and chronic stress disorders
C
ognitive lags
H
ealth and safety issues
Ladson-Billings, G. (2009).
The Dream Keepers, Successful Teachers of African American Students.
San Francisco, CA: Jossey-Bass Inc.
Which of the
6
levels of poverty do you see in your classroom or on your campus?


Now that you know what you know about children living in poverty, what is one thing you will do to help
reduce barriers
to learning?
Behavior stems from a combination of genes and environment
DNA accounts for 30% to 50% of our behavior
Leaving the rest up to the environment we are born and raised in

Do you see students acting out, lacking social skills and manners, being impulsive, or lacking empathy for others?

Jensen provides adequate amount of scientific data which explains the how and why of poverty. This heightened knowledge can give an educator a clearer understanding of how to make accommodations


School-wide Success Factors

The author provides a list of key factors it takes to be a high achieving school but it would be impossible to check off the entire list due to limited resources

What is meaningful here, is Jensen prioritizes the list of
5 SHARE
factors:
S
upport of the whole child - wraparound support
H
ard Data
A
ccountability
R
elationships with others
E
nrichment Mind-Set


Academic excellence will
only
happen when we address the whole child -
social, emotion, and health related challenges
Strength
: The book is well organized by chapters
Weakness
: Data charts, last chapter, and ending
Evidence
used for the book is an abundance of
data charts and over 18 pages of references
Theme
: Before we can help our students we must understand them, make them comfortable and then teach them...in that order.
I highly recommend this book for informational and application purposes. It achieves it's purpose and has altered my perspective of poverty and its ramifications. I now know what is in my control to help make a difference.
Author's Point of View
Focus of this section is to apply instructional strategies that matter most
"It's not how much you do, but what you do and for how long" (Jensen 2012)
School-wide Success Factors

The author provides a list of key factors it takes to be a high achieving classroom:


5 SHARE
factors:
S
tandards-based curriculum and instruction
H
ope building (tied to expectations)
A
rts, athletics, advanced placement
R
etooling of the operating system
E
ngaging instruction

"Our ability to shine a spotlight on what matters most" (Jensen 2009)
Be proactive in your planning, before, during, and after class
Wrapping it up on a positive note...
Boys, boys, boys!
Be proactive in your planning, before, during, and after class
Boys, boys, boys!
Howard, Gary R. (2006).
We Can't Teach What We Don't Know.
2nd ed. New York, NY. Teachers College Press.
Full transcript