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Teaching with Poverty in Mind Book Study author Eric Jensen

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Tonya McKinney

on 31 October 2012

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Transcript of Teaching with Poverty in Mind Book Study author Eric Jensen

Poverty at School Family Income correlates significantly with academic success
High tardy rates and absenteeism correlate highly with drop out rates
Need a caring and dependable adult in their life (teachers can support this) Teaching with Poverty in Mind Book Study Author Eric Jensen *Study brain based effects of poverty
*Consider reasons for behaviors: Stress can alter students' brains and lead to impulsivity, poor and short term memory which translates into blurting, acting before asking, and forgetting what to do. Action Steps Emotional and Social Challenges
Every emotional response other than the six hardwired (joy, anger, surprise, sadness, disgust, and fear) MUST BE TAUGHT...Cooperation, patience, embarrassment, empathy, gratitude, and forgiveness.. Action Steps for Emotional and Social Challenges
*give respect first even when they seem least to deserve it
*share decision making in class
* avoid directives...maintain expectations while offering choices and input
*avoid demeaning sarcasm
*model process of adult thinking (time to accomplish tasks)
*discipline through positive relationships/comments Action Steps for EMBODY RESPECT (cont.)
*Teach basic meet and greet skills (face one another, shake, smile, eye contact)
*Embed turn-taking skills
*Remind students to thank their classmates after collaborative activities
*Implement programs PATHS, Conscious Discipline, Love and Logic Action Steps for EMBODY RESPECT (cont.)
*Refer to school as "our school" .."our class"
*Acknowledge students who make it to class and thank them for small things
*Celebrate effort as well as achievement..in every class Acute and Chronic Stressors Action Steps:
*students believe they have minimal control over stressors
*have no idea how long they will last
*few outlets to relieve frustration
*become hopeless
lack social support Acute and Chronic Stressors Action Steps (cont.)
*reduce parallels with prison..eliminate bells...play songs for transitions
*reduce homework stress by incorporating homework time in class or right after class
*use cooperative structures rather than top-down
*help blow off steam by incorporating celebrations, role-play, physical activities into class
*kinesthetic arts into class Acute and Chronic Stressors Action Steps (cont.)
Teach them how to act differently
*conflict resolution
*responsibilities and value restitution
*set goals to focus on what they want
*role model how to solve real world problems
*give a weekly like problem to solve collectively
*teach social skills
*stress reduction techniques Poverty Affects Academics
* Limited range of language
*Reading skills are not hardwired (they must be taught)
*Many of the factors that negatively affect student success could be overcome by better educating parents about essential needs Action Steps for Cognitive Lags
*Build Core Skills: attention and focus; short and long term memory; sequencing and processing; problem solving skills; perseverance and apply skills long term; social skills; hopefulness and self-esteem
*Post Problem-Solving Process... identify and define problem; brainstorm solutions; evaluate problem with checklist or rubric; implement selected solution; follow-up/reflect to learn
*Pinpoint Assessments to determine strengths and weaknesses
*Provide Hope and Support
Action Steps for Cognitive Lag (cont.)
* the better school environment is the less the child's early risk factors will impair success
* An enrichment school should....
provide wraparound health
minimize negative stress and strengthen coping skills
uses cognitively challenging curriculum
provides tutoring and pullout services
fosters close relationships with staff and peers
offers plenty of exercise options SCHOOLWIDE SUCCESS FACTORS
S Support of Whole Child (wrap-around services)
H Hard Data (Use Assessments to Drive Instruction)
A Accountability (Our 1260 hours have to be so
spectacular that they overcome the other 7500 hours in students lives
R Relationship Building (looping, mentored students,
treat students with respect by avoiding raising voice, do what you say, acknowledge change of plans, always say "please" and "thank you" never demand, take responsibility for mistakes and make amends, be consistent, offer help and support for students to reach goals, positively reinforce students when they do right, show you care more than you show authority or knowledge
E Enrichment Mind Set ( stop thinking "those poor
kids" and think "our gifted kids"...stop thinking "remediation" and think "enrichment"

Create a strong Environmental Message
Pleasant scenery, greenery, and natural settings.....plant trees, bushes, flowers; conduct lessons outside; fresh air in classes; posters of natural settings; plants and flowers in classroom; adopt sections of hallway


S Standards based curriculum and
instruction, make meaningful units, pre-assess, adjust lesson plans
H Hope building (daily affirmations, ask
students about hopes and help reinforce them, tell students why they can succeed, provide needed resources, set goals, tell true stores of hope, offer help and encouragement, if they don't have it teach it, treat all kids as gifted, build assess in students
A Arts, Athletics, and Advanced Placement
arts program 30 minutes daily 3-5 days per week); step up activity; implement AP classes
R Retooling the Operation System (Students
need CHAMPS:
C Champion Mindset
H Hopeful Effort (goal setting)
A Attentional Skills ( project based
learning, inquiry, music training, drama)
M Memory (in depth projects)
P Processing Skills
S Sequencing Skills

E Engaging Instruction
Full transcript