Class Location

In the article “How Poverty Affects Classroom Engagement”, the author Eric Jensen, supports the idea of how poverty affects a child’s education. The article cites information to explain how socio economic conditions affect kids from low and high social classes and how they differ. In the article, Jensen also discusses how health and nutrition affect

12 – When considering an approach in understanding and teaching the student of poverty both Ruby Payne and Eric Jensen provide insightful strategies and resources. I found both author’s works to be very compatible. Having read very little on teaching and understanding those living in the lap of poverty both books are defiantly thought provoking, while building a good foundation.

Unfortunately, the school's lack of appropriate education results directly from poor government funding. So even with hard work, the lower-class student is still held down by his socio-economic status. Poverty-stricken parents are unable to offer their children the same attention and motivation as parents of a higher-class can, therefore never providing these children with the mindset that they are able to accomplish the American dream. According to Mantsios, 40 million Americans live in poverty, and the mental and physical affects the low standard of living has on them is undeniable (Mantsios 328). Citizens who live in poverty work long hours for little pay, yet return to a household that in no way symbolizes the hard work put forth. Within this environment, very few people have the positive outlook to mentor children successfully.

It had suggestions such as volunteering at a food bank and finding volunteer opportunities within your area(Find). Depending on the age of my students I could either ask them to bring in cans to donate to a local homeless shelter or find a volunteer opportunity that my class and I could participate in. I could also use resources from the agency if I found out that one of my students was not living a healthy well being lifestyle or educate the families of my students about the resources available to them depending on their situation. The Administration for Children and Families has a Data & Resource tab which I could use to be more informed on what my future class population could look like or be educated on what the current issues are for my students (Data). If my co-workers had discovered one of their students was struggling wether it be homelessness or neglect, I could inform them about this agency and help them find the resources necessary to improve their students life. The sharing of knowledge between educators, organizations, agencies, etc is necessary to keep us informed,

In chapter one and two Noguera talks about how urban schools are failing and how there is educational and achievement gaps. Noguera talks about Berkeley, Oakland, Richmond, and San Francisco and uses examples from these cities to show readers how poverty, influence, and lack of support impacts children 's educations. Noguera provided a very good chart on pg. 29 in the book. The chart shows the economic profile of all four cities in

A strength of this approach was her ability to live, not just research the topics since she was fully immersed. Since she actually works low-wage jobs and lives in low budget places, such as trailer parks, she gains a unique perspective to her research topic. When she compares her fellow workers' living conditions at Hearthside, for example, with her own "$500 efficiency," she exemplifies America's socioeconomic gap with a personal flair, not just merely research scope. Her Introduction directly confronts this issue: "Unlike many low wage workers, I have the further advantages of being white and a native English speaker." Since her data derives from case studies of real people, their narratives make the book more authentic and connect me on emotional, not just academic levels.

The stereotypes of people living in poverty in America are so deeply imbedded in our society. We as educators may need to examine our beliefs and open our mind to new interpretations of the behavior of those struggling without basic needs. Doing so, however, is the first step to improving our success and effectiveness with educating students in poverty and helping end the cycle of suffering. Educator’s attitudes and beliefs shape you tone of voice, your body posture, your facial expressions and your actions towards students. Working daily with students who are classified as living in poverty. I believe it is our duty as educators to work with student’s effect by generational poverty. One thing I do not see a lot of is help

Growing up in such a poverty struck town, you feel for people a little more than average. You learn to appreciate what you have because you can see what others are lacking. My 5a high school has roughly 1,200 students where at least 25% of those kids are failing one or more classes. However it is not their fault at all. Being the fourth least educated city in the United State and so close to the poverty line, Brownsville kids miss many educational opportunities because of the weak mindset they are immune to. It is hard to maintain an ambitious state of being when everyone around you seems to already have their life set on staying exactly where they are. However because of my exposure to this specific way of thinking, it has assisted me in establishing and craving the want for more. Because of Brownsville’s mentality, I am self-driven. I have seen what I don’t want to become, and it has planted the seed to exceed past my bubble. I can do whatever I set my mind too even if all the odds are against

The population increase across the United States has also significantly impacted the socioeconomic status of the student population. The low income and poverty level of students has been increasing. In 2013 approximately 21 percent of school aged children were living among poverty. ( ) This is a vast amount of students within the population that are affected. Living in poverty can have a significant impact on the education of the student. An educator needs to be aware of the challenges and obstacles this may have on the students’education.

Teachers need to get through students on order to teach a student. Some students might not show up or care about the class. Teachers of elementary schools have the hardest because the kids just want to play, goof around and don’t listen. Elementary teachers have hard time teaching young uneducated students just like Miss Moore with her uneducated children from the neighborhood, in the story “The Lesson” by Toni Cade Bambara. Miss Moore teaches the students how to take the first step toward a better education just like elementary teachers, her teaching method were to show how the upper class lived in comparison to the children but she could have though them differently by giving rewards for something they did educationally.

In her article, Bearers of Hope, Julie Landsman (2006) reviews the tools and techniques that educators must have to be successful when teaching students that have poor living conditions. The number of students living at poverty level or below poverty level condition is rising. These students do not have access to the resources that other children may be able to obtain. Due to this factor, people seem to place limitations on students that have no control over the circumstances in which they have been placed. These children are capable of learning and succeeding. Teachers have to believe in the potential of their students and make accommodations for each student’s situation.

The practices which are taught in schools of low socio-economic status are limited and do not give students the skills and knowledge to reach their full potential. The core functions of the ‘pedagogy of poverty’ used in urban schools constitutes what teaching is thought to be by external parties from the classroom. However, this method of teaching is not effective to fulfil the learning needs for urban students of all ages and learning needs. The ‘basic pedagogy’ has been overlooked to be restructured to cater all students, due to the common belief that teachers are incapable of change. For this essay, the author Martin Haberman raises a number of pedagogical issues that have limited the educational possibilities for students and sacrificed the teaching quality of educators. These are topics that are discussed to resolve the growing issue for the urban students of the 21st century and the teaching skills and knowledge of our modern educators.

People in poverty are as diverse as any other socioeconomic class. They present, a wide array of values, beliefs, experiences, backgrounds, and life chances. In order to be responsive to the needs of students, it would be helpful to

One of the publications we were required to read for our Social Issues class was Without a Net. In my opinion, I very much enjoyed reading Without a Net. The story was a very insightful read, full of descriptions from an alternative perspective. I felt that it was a genuinely effective way to understand the troubles faced by those who are poverty-stricken. Michelle Kennedy allows the reader to recognize how she felt at the time of her strife. Michelle felt as if she was making the right choices for herself and her family, when, in fact, those exact choices sent her into a downward spiral of homelessness and hardship. As she explains the situation, “it doesn’t take much more than a series of bad judgment calls and wrong decisions that, at the time, appear to be perfectly reasonable and in most cases for the better” (Kennedy 2). Michelle went through many challenges, such as making the

Social problems, such as family poverty, unemployment, crime, discrimination, drug abuse, and poor health care exist in every setting, whether urban, suburban or rural. These problems affect children development and may become a profound obstacle for their growth. That is why understanding all the negative factors of the area of living is vital for parents who want successfully raise their children.