Teaching with poverty in mind

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    03-Jul-2015
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This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.

Transcript of Teaching with poverty in mind

  • 1. Teaching with Poverty in Mind Based on Eric Jensens book

2. Situational Poverty 3. Generational Poverty 4. Absolute Poverty 5. Urban Poverty 6. Rural Poverty 7. SES = .57 8. Rankings #3 - Formative Assessments - .90 #7 - Comprehensive Interventions - .77 #8 - Teacher Clarity - . 75 #10 - Feedback - .73 #11 - Teacher to Student Relationships - .72 ----------------------------------------------------------------------------------- #31 - Home Environment - .57 #32 - Socioeconomic Status - .57 #38 - Pre-Term Birth Weight - .54 #51 - Student Motivation - .48 #88 - Homework - .29 9. 2.5 Million vs. 4.5 Million 10. Our Data Grade 7-12 Free/Reduced Lunch = 25% Grade 7-12 Radar List = 51% FRL kids Grade K-6 Free/Reduced Lunch = 30% Grade K-6 Radar List = 43% FRL kids 11. Effects of Poverty Emotional and social challenges Acute and chronic stressors Cognitive lags Health and safety issues 12. Sympathy vs. Empathy 13. Nature vs. Nurture 30-50 percent of our behaviors stem from our DNA makeup. 50-70 percent of our behaviors stem from our environment. 14. You cant change whats in your students bank account, but you can change whats in their emotional account (p. 21). 15. Acute and Chronic Stressors Students subjected to such stress may lack crucial coping skills More than half of all poor deal with evictions, utility disconnects, overcrowding, lack of a stove or refrigerator Low-SES parents are more authoritarian issue harsh demands and spank more 16. More stress = less delayed gratification 17. Learned Helplessness 18. December 16th Meeting 19. Students Beliefs Parents disinterested No one cares Teachers dont like them 20. Skinning Skunks 21. Risk Load Factors School Factors: 1. Students eligible for free lunch 2. Students known to be in temporary housing 3. Students eligible for welfare benefits from the city Human Resources Administration 4. Special education students 5. Black or Hispanic students 6. Principal turnover 7. Teacher turnover 8. Student turnover 9. Student suspensions 10. Safety score on the districts Learning Environment Survey 11. Engagement score on the Learning Environment Survey 22. Risk Load Factors Neighborhood Factors: 12.Involvement with the citys Administration for Childrens Services 13. Poverty rate according to the U.S. Census for the schools attendance area 14. Adult education levels 15. Professional employment 16. Male unemployment 17. Presence of public housing in a schools attendance area 18. Presence of a homeless shelter in a schools attendance area 23. Whenever you witness a behavior that is inappropriate, ask yourself whether the discipline process is positive and therefore increases the chances for better future behavior, or whether its punitive and therefore reduces the chances for better future behavior. 24. Emotional Keyboard 25. Cognitive Lags Low-income caregivers speak in shorter, more grammatically simple sentences High-SES parents added words to their childs vocabulary at twice the rate Reading is one of the most important factors affecting the development of a childs brain It is possible that a longer period of development leaves the language system more susceptible to environmental influences 26. Brains can change 27. The Social Animal 28. Parent Lottery 29. Low-SES and Attendance Grades: 7-12 Absent > 4 days = 62% are FRL Students Grades: K-6 Absent > 4 days = 75% are FRL Students 30. Quarter 1 Honor Roll 88.00% 12.00% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% Non-FRL FRL Non-FRL FRL 31. Health and Safety The lower a childs socioeconomic status is, the lower his or her overall health. The lower parents income is, the more likely it is that children will be born premature, low in birth weight, or with disabilities. A childhood spent in poverty often sets the stage for a lifetime of setbacks. 32. Assignment Reflect on chapter 3 of this book. Possible topics What is the biggest takeaway for you? How has your view on children living in poverty changed? Tweet your blog link to me by January 4th by Midnight. Twitter username: @mdmcneff 33. January 22nd Meeting 34. SHARE Support of the Whole Child Hard Data Accountability Relationship Building Enrichment Mind-Set 35. Where do we rank? Academic and alternative tutoring Academic, career, or mental health counseling Access to medications Child care for teen parents Community services (housing, and utilities) Dental care Life skills classes in finances, health, housing Medical care, both urgent and long term Psychology (diagnosis and therapy) Reading materials After school programing and transportation 36. Hard Data Proposed Goal 3: Use data wisely to improve instruction 37. Accountability Unwavering resolve and Hope 38. Relationship Building Students relationships with their peers Caregivers relationships with their children School staff members relationships with one another Teachers relationships with students 39. Staff-Student Relationships Avoid raising your voice unless its an emergency Do what you say you are going to do Acknowledge a change in plans if you need to make one Always say please and thank you: never demand what you want Take responsibility for any mistakes you make, and make amends Be consistent and fair to all students; show no favoritism Offer support in helping students reach their goals Positively reinforce students when they do something right Show that you care more than you show authority or knowledge 40. Enrichment Mindset Those poor kids 41. Seven Achievement Killers 1. Overdoing the pep talks and hot air. 2. Planning endlessly. 3. Putting kids first and staff last. 4. Creating a climate of fear. 5. Measuring improvement solely through test scores. 6. Treating the symptoms, not the cause. 7. Counting on big wins early. 42. Region Rankings 104 99 92 82 74 66 61 61 43 29 14 25 28 27 49 35 36 37 38 24 99 65 0 20 40 60 80 100 120 School Score Poverty % 43. Assignment Blog Topic Where are we at as a district in your mind reflect on the steps we are taking and what are our next steps? Due February 1st by Midnight 44. February 26, 2015 Meeting Classroom-Level Success Factors 45. Its not how much you do; its what you do, and for how long. - Eric Jensen 46. SHARE Standards-based Curriculum and Instruction Hope Building Arts, Athletics, and Advanced Placement Retooling of the Operating System Engaging Instruction 47. Standards-Based Curriculum and Instruction 48. Assessment Help students understand the role of FA Begin with KUDs Make room for student differences Provide instructive feedback Make feedback more friendly 49. Continued Assess persistently Engage students in formative assessment Look for patterns Plan instruction around content requirements and needs Repeat the process 50. Hope building 51. For many people living in poverty, hope and faith in tomorrow are the only things that keep them going each day. Every member of your staff must buy into this fact: if brains can change for the worse because of hopelessness, they can change for the better because of the hope provided by good people in a good school. - Eric Jensen 52. Hope and positivity The pleasant life The good life The meaningful life TED TALK 53. Students with high levels of arts participation outperform arts-poor students on virtually every measure and that high arts participation makes a more significant difference to low- income students than to high-income students (p. 119). 54. Arts, Athletics and AP 55. Schools that cut physical education time in favor of more sit-and-git test prep are missing out on big academic gains (p. 120). 56. Retooling the Operating System and Engagement Champions Mindset Hopeful Effort Attentional Skills Memory Processing Skills Sequencing Skills Engagement happens when students are choosing to attend, participate and learn (p. 136) 57. Assignment Blog: What sparked your interest or challenged your thinking within the readings and/or class discussions? Due date: March 8th Final meeting: March 26th Finish last chapter Article Final paperwork