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Teaching Economically Disadvantaged Students

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Brandi Mathis

on 22 June 2011

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Transcript of Teaching Economically Disadvantaged Students

Stereotypes vs. Truths of Economically Disadvantaged Students Lazy... In actuality, poor
working adults work
more hours per week
than their wealthier counterparts Little value placed on
education.... Most low income parents
place the same value on
education as other parents Alcohol abuse is more common in
wealthy people and drug use is
distributed equally through all
social classes Crime and Violence... Alcohol abuse is more prevalent
in wealthy people.
Drug abuse occurs about equally in
low, middle and upper classes. Poor people commit more "visible"
crimes than wealthier people, but white
collar crime has much greater economic impact. Culture of Economically
Disadvantaged Students More likely to enter school linguistically disadvantaged because parents have not promoted literacy at home Strengths Economically
Disadvantaged Students
Bring to Class Struggles of Many EconomicallyDisadvantaged Students Strategies for Helping Economically
Disadvantaged Students Achieve May experience socioemotional effects of poverty such as: lower self-esteem, lower popularity, and conflictual peer relationships Parents often work long, hard hours for low wages Most cannot afford health insurance or proper medical care Some live in unsafe housing, go without food, have utilities turned off, face medical crises and are homeless at times Often rely upon charities for healthcare, food and clothing Students in any socioeconomic class may have strong attributes such as:
communication skills
humor
imagination/creativity
inquiry
insight
interest
memory
motivation
problem-solving and reasoning Lack of parental support and at-home instruction Have not participated in many "broadening" life experiences Experiences frustration due to poor educational foundations Embarassment that they cannot afford things like fashionable clothing, soft drinks, field trip costs Establish a positive relationship with the student Establish a support system to increase liklihood of completing higher education Use cooperative reviews to improve achievement Set high expectations for all students Use a variety of materials Modify pace of instruction
to allow for a range of student abilities Students whose parents are not actively involved in their education need a trustworthy adult to support them Students who are involved in sports, clubs or other groups find encouragement to stay in school from peers or from teachers. 5 Steps to increasing achievement:
Create a clear, appropriate test
Develop study items that correspond to test questions
Assign students to mixed ability cooperative groups
Teacher roams room, monitoring and clarifying group work
Conduct whole class review to reinforce student understanding All students should be held to the same high expectations. Students should be encouraged to take rigorous courses so that they will be more likely to attend and succeed in college. Internet articles, comics, newspapers, magazines,
and other print materials in the classroom will help
students find something that is of interest to them.

The more students read, the better their skills develop. Differentiated instruction needs to provide activities so that students who work quickly are not waiting around for other students to catch up

Small group instruction can be used to address the needs of a variety of learners

Scaffolding works better than simply slowing pace of instruction References:
Cuthrell, K., Stapleton, J., & Ledford, C. (2010). Examining the Culture of Poverty: Promising Practices. Preventing School Failure, 54(2), 104-110. Retrieved from EBSCOhost.
Diuguid, D. (2010). Student Teachers' Awareness, Preparedness, and Attitudes Of Issues Related to High-Poverty Schools. Southeastern Teacher Education Journal, 3(1), 77-87. Retrieved from EBSCOhost.
Glasgow, N., McNary, S.J., & Hicks, C.D. (2006). What Successful Teachers Do in Diverse Classrooms. 96-119. Corwin Press. Thousand Oaks, CA.
Haberman, M. (2010). The Pedagogy of Poverty Versus Good Teaching. Phi Delta Kappan, 92(2), 81-87. Retrieved from EBSCOhost.
Kennedy, E. (2010). Improving Literacy Achievement in a High-Poverty School: Empowering Classroom Teachers Through Professional Development. Reading Research Quarterly, 45(4), 384-387. doi:10.1598/RRQ.45.4.1
LaGue, K. M., & Wilson, K. (2010). Using Peer Tutors to Improve Reading Comprehension. Kappa Delta Pi Record, 46(4), 182-186. Retrieved from EBSCOhost.
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