Field Trip Reflection

I have a personal connection with the children in these areas because I am too come from a low income, impoverished, rural area. I understand the hardships that many kids will face because of the lack of educational resources and quality teachers. I believe that many of the obstacles can be abstained if each student is able to be impacted by a teacher who is resilient and passionate as I was impacted by Ms. Gloria Brantley. As a child growing up in rural Georgia I had no aspirations in furthering my education. I did not dream of being a doctor, teacher or lawyer because I did not have the encouragement from my family or other teachers. It was not until I met my sixth grade English teacher Ms. Brantley that I started to believe that I could actually do something with myself and that I did not have settle for the life that I was accustomed to. She saw the determination

The East Irondequoit Central School District is a small district with around three thousand students. Eastridge has around one thousand of those students in its nine through twelve building. Out of these students, fifty-one percent identify as being in poverty where, as New York defines it, “the point at which a family would have to spend more than a third of its income on food.” Because of this, many students are given free or reduced lunch. Many students also bring many household problems to school. Many students are traveling from house to house and explaining that their parents are fighting again or in jail. The spirit of these children, however, are extremely positive and they take this issues with great optimism.

The creation of schools is one of the leading ways to produce hope and stability in refugee camps. Many would love to go to school because, currently they have no other option, but to teach themselves. Refugees can recall having great memories of their past school experiences, which they use as motivation to continue to learn. On account of my involvement with a refugee relief organization, I have been assigned the job of creating schools in the Chechen refugee camps of Chechnya. The primary means of survival and daily focus for these refugees have been through humanitarian aid. That assistance is made

Part of my intervention plan will be devoted specifically to fostering resilience in these refugee children. To do so, integrated into their school days, classes will be held to teach the children appropriate conflict resolution strategies. At this point, the

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.

Have you ever meet a refuge or know someone who escaped their country because of war? When refugees flee their home they need to stay in refugee camps where they get food and shelter but they can't stay there for ever. Refugees go thru many things when they come to America, one thing is they don't know english and they struggle to communicate. Another thing is that the kids might get bullied because they come from another place or of there religion. Ha life is similar to the universal:Refugees life because she was a refugee and she got bullied in school because where she came from. Ha’s life and the universal:Refugees life have been affected wich that make there life inside out.

The challenge that individuals from the group will bring to the education environment is one that directly impact their learning. It is well understood that children cannot learn until their most basic needs are met. Yes, we offer free breakfast to students, but many arrive too late to receive this service and often one muffin is not enough to address their hunger. This plunge made me aware of the challenges many students will face in my

Issues with recognition of foreign education and respective academic placement are also another barrier immigrant youth face in the education system. A study on the aspirations of refugee youth attending school at the Toronto District School Board (TDSB) found that several youth’s previous

Many refugees have a hard time adjusting to their new culture because they are not accepted by their peers and community. First of all, in the article “Children of War”, the author states, “Sometimes I wished I’d stayed there, watching the war, rather than being here, safe, but without

We will house kids who are products of all facets of society. For example, children of immigrants, children who have affluence, children who are loved and cared for greatly and children who may be in a situation of neglect. Teaching is about reaching out to each student, helping them to overcome challenges and be the best that they can be. It seems that an increasing number of these challenges may not be academic in nature. I believe that conquering these challenges actually beings with the little community forming within our classrooms. As teachers we have the obligation to teach our students how to have respect and compassion for one another. How to be on the same team and work together, no matter each person’s background.

For the podcast, I interviewed Lina Abdulnoor, with the intention of exploring the intricacies of refugeehood by analyzing Lina’s refugee experience. Lina lived in Iraq with her family until they began receiving death threats due to their religious beliefs. Convinced that they needed to flee the country to survive, they left Iraq as refugees. After leaving Iraq, they settled in Jordan, where they waited two years until the U.N. to approve their request to move to the U.S. in 2012. Lina and her family initially settled in Virginia, where she experienced culture shock as she adapted to American culture and the English language. However, Lina did not feel accepted in Virginia; her experiences in the state led her to think that Americans treated her according to negative stereotypes of Iraqis. After living in Virginia for several months, Lina and her family chose to resettle in San Diego, California, which harbored a larger Iraqi population than Virginia did. Supported by San Diego’s Iraqi community and various refugee organizations, Lina flourished, and she currently studies at UCSD while holding a stable job.

Poverty is on the rise all around the world especially across the United States. This is a problem that is affecting many aspects of life for both the victim and the people around them. Students living in poverty have to tolerate many unfortunate circumstances on a daily basis which can have a significant effect on their growth, development, and educational experience. Students from low socioeconomic backgrounds can still have the same success as the average student, but it takes a little extra effort and a leap of faith. Although it may be challenging for students from low socioeconomic backgrounds to achieve success in school and the real world, it is not impossible.

More than half the refugees around the globe are under the age of 18, even though children make up 31 percent of the world’s population. Refugees are people who has been forced to leave their country in order to escape war, persecution, or natural disasters. The stories that will be covered in this essay are called “The Teacher Who Changed My Life,” by Nicholas Gage and the second novel is “Letter to a Young Refugee from Another,” by Andrew Lam. These stories have many differences between each other but they both left their country to America. What if you had to flee your country?

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.

When I was young I remember moving cities and I thought it was going to be the end of the world for me. One of the thoughts that always went through my mind was what if I do not fit in? or will I be able to make any friends? Luckily for me I was able to speak English and I knew I could communicate with people if I had to. This was not the case for Cambodian refugees when they moved to the United States because the Khmer Rouge was attacking Cambodia. Thousands of people moved to the United States and many of these people were kids who did not have a saying whether they wanted to stay or come with their parents because they could not take care of themselves. Many of these kids are now suffering because they fell into the wrong crowds and committed a crime when they were young and due to the antiterrorism and death penalty act they are now being deported back to Cambodia, which they know nothing about, and some of them do not even know how to speak the language. I will be talking about the Cambodian kids that were affected by their parents moving to the United States and how the antiterrorism and death penalty act has affected some of them.