Children may have to attend a school that is associated with their religion. It is always possible that this gives the child a different quality/balance of education. They may struggle to understand other people‘s religion or lifestyle choices. They may become confused or isolated and
Poverty has a great impact on children school lives because they usually face with the overwhelming challenge in their families that is a factor impact on children’s school behaviors and performance. Girls will tend to abuse, while boys may damage in other aspects such as curiosity, learning, and memory. When I read the chapter two of the book, Teaching with Poverty in Mind written by Eric Jensen, I completely agree with him that “A child who comes from a stressful home environment tends to channel that stress into disruptive behavior at school and be less able to develop a healthy social and academic life” (Jensen, 2009, n.p.). In this book, he reported, low-income children “are linked to over 50 percent of all
As Connell, White and Johnston (1990,p.9) state, 'There is not a “culture of poverty”, nor any key “deficit” that makes poor people different from everybody else and therefore and educational problem'. Teachers and Education Assistants need to adapt into the culture of poverty and be sensitive and understandable to the extensive bar of needs that children of poverty bring to the classroom and they need to consider the cultural values of these children as they arrange their learning. The basis of Groundwater-Smith, Ewing and Le Cornu's opinions in the article is they position readers to view that the teachers dispositions low income students and that rarely the educators offer the same level or enough aid and attention than the other students and they are less likely to succeed in school when compared with the more advantaged children. According to Groundwater-Smith, Ewing and Le Cornu's and Geoffrey D. Borman and Laura T. Rachuba they both state that students from lower income families may not have as high expectations from their parents, teachers or their peers within the school. The students may also not be confident in their own abilities and
When it comes to the education of children, there are numerous fundamental factors, to mention a few: parents, teachers, the student himself, curriculum, methodology, culture, and the Holy Spirit. Students must first take responsibility for their own education and desire to learn. Even though this key educational factor is not a prerequisite for learning, all students must eventually hunger for learning or it will never take root in their lives. Responsible teachers must use responsible materials and methodology in order for purposeful education to have a lasting impact. Teachers must use their divine calling and materials that “are not sugar-coated, censored, vacuous and dry, nor merely politically correct” (Holtrop) to challenge this current generation of students. While secular humanism views children as inherently good, we know that scripture teaches that all mankind to be innately evil, a
Blackboard Jungle is about the challenges a new teacher, named Richard Dadier, faces in the midst of an inner city all boys’ school. Mr. Dadier faces violence and anti-social issues from his stubborn students. Throughout the movie he tries to step outside of the normal school disciplinary actions, which are not evident, and take action. In return, the students lash out. This starts to effect his home life. Yet, in the end the students see Mr. Dadiers dedication, and even after a very eventful fight, they resign to his authority.
I was surprised to believe that as a whole, a significant portion of students came from low-income families, experienced homelessness at some point, were hungry, or suffered from trauma. For one student to experience any of these problems requires a number of resources for a school, but when the majority of students are facing these issues, schools need to be particularly well equipped. Adding to this the fact that Chicago public schools are seriously underfunded, this is a tragedy. Schools are forced to cut social workers, psychologists, and clinicians from their services and ultimately, students are left without help. In my Introduction to Poverty Studies class, we learned that in order to alleviate systemic poverty, part of the solution lies in focusing on children and providing them all the resources so that can be as well equipped for life as possible. Much of this responsibility falls on public schools, but without funds, this task is
They tend to learn about their ‘rules’ from their community. They absorb the behaviors around them first hand, that hard work, might not pay off. They learn that if they don’t want to go to school, they don’t have to. If they don’t want to do their homework, that’s okay too. They learn that no matter how hard they work, it may get them nowhere, so you may as well have fun doing what you want, and not what teachers or authority wants. I feel that our school does a fairly good job at teaching our students that no matter where their lives are in this period of their life, it can change for the better in the blink of an eye. We have the same high expectations for students living in poverty or ELL, than we do with our middle class students. The biggest difference is that the teachers are working hard every day to level that playing field for them. We remind them that working hard, will take some effort, but you will be recognized and we will help them to be successful! Academic achievement is encouraged for all of our students.
This is due to several factors. Engle and Black explain, “children growing up in poverty experience “double jeopardy.” Not only are they directly exposed to risks in their homes and communities, including illnesses, crowding and family stress, lack of psychosocial stimulation, and limited resources, but they often experience more serious consequences to risks than children from higher income families” (3). Children in poverty tend to live in low income areas which have high rates of crime and very few academic opportunities. Schools in these low income areas as well are underfunded, poorly staffed, and do not have the resources to provide a good quality education. Engle and Black note a solution that has worked, which are programs that sponsor poor families that live in low income areas, and move them to higher income areas. Children who move to higher income areas made significant progress on their academics, and became more confident in their ability to succeed. Karl Marx’s conflict theory argues that individuals of different social classes have an unequal amount of resources, and those that have more resources, the upper class, exploit those who have less (Krogen 16). Conflict theory can explain the educational and lifestyle disparity
With poverty comes a certain attitude, in higher up communities the children and parents are more respectful towards their teacher, education itself is respected; however, in poverty stricken areas the children are at home alone, or running the streets, the parents are usually too busy working to worry about how their child is doing in school. Districts also have the same attitude, schools in upper class neighborhoods have the essentials; such as, running hot water in the gymnasium, and showers that actually work, new books and just the overall approach to the education, of its students is superior. Compared to that of lower class, neighborhoods the essentials are overlooked for instance, classrooms are in need of repair, as well as the bathrooms and gymnasiums. Their books are torn, and outdated, and their approach to education has been to just make it through the
Not only are impoverished children suffering from a late start in education, it is known that the neediest schools are the schools who's students are below the poverty line. The students with the greatest needs receive the least funding and resources. In New York the average poor student will receive about $1,000 year in resources at public school; whereas the school's with the least amount of poor children receive around $3,000 per student in public schools. Not necessarily the same number wise but this is the case in at least 37 of our 50 states (Schemo). Inadequate education for impoverished children only worsens their chances of making it out of poverty.
In today’s society it is hard to be a teacher; especially, in a secular school. The students in this setting need Christian teachers more than anything. The children today need to have a teacher that has biblical values and understands just how important it is to live by these values. Before stepping foot into a classroom, a teacher really needs to understand that each child’s worldview will make a difference as to how the teacher leads her instruction and how the students processes the instruction that is given to them. We are there to encourage our students to take a good look at them self and really examine what they believe their worldview is. This being said, we really need to understand what a worldview is, why integrating our worldview into the classroom is so important, what it really means when someone talk about integrating, and how a teacher can begin to develop worldview integrative activities in a secular and Christian school environment.
Is your opinion (positive or negative) offered on the issue? Yes, I do feel that when a child lives in poverty it does have an impact on their behavior and education at school. Unless the parent is more involved in the child’s life and less consumed in theirs.
Introduce them to God, Jesus, and the Holy Spirit who can empower them to be life changers. There is so much potential in the youth that is being wasted because they aren’t taught how to adequately defend and share their faith. That is why I want to go a faith-based Christian college who are building up leaders. I want to become one of the leaders that drastically reduces this statistic. To become the great leader that I want to be, I am going to need to go to a great Christian college to further my education in the Christian faith. I want to learn how to more effectively build up other Christian leaders. The church is always one generation away from dying out. If there aren’t leaders who can strengthen the youth, the church is in big trouble. If the church is in trouble, the whole world
Even though they are not from wealthy families, these children still want to learn and have the same drive for success just like any other child. The low income students are learning in environments of old buildings, underpaid teachers, and low funded sports teams due to their district. Yet, once they graduate high school, they still have to meet the same requirements to get into colleges, although they did not have access to high-impact education. Whereas the higher-income schools suffer nothing as they have no experience of budget cuts, and they have access to endless opportunities for their students. Their students do not have the same struggle to get into higher education as they were prepped for it in high school. This kind of financial unintentionality is hurting the children of the future