Rural Classroom Challenges

We, as leaders, must educate our teachers so we can properly equip them with the skills necessary to support students of poverty. An area of concern for me is hiring the right people for the job. When hiring teachers to work in a low-income district, it is necessary to have the important conversations related to students of poverty. Our turnover rate is higher than the state average so as a leader, we need to take the steps necessary to hire the best candidates for the job. Once staff is hired, our school must support them with the training to build the best team for our students. Working in a school district with a high poverty, it is essential that we provide professional development opportunities for our staff focusing on students of poverty. This course has provided me with multiple resources that could be utilized in the creation of staff professional development. If teachers fill their toolboxes with the right mechanisms, our students will benefit throughout their

A theoretical teacher in west Texas, Julia Burnett hears of the looming budget cuts and wonders if she could be one of the teachers that

Thesis Statement: The Houston Food Bank uses the efforts of volunteers as well as donations to support the reduction of hunger in the community.

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

High school seniors could also be sponsored for graduation in which they have their cap and gown paid for and may receive tickets for senior activities. There are also opportunities for students to receive materials to wear for prom. These are just a few examples of how the community can help contribute to homeless students face barriers that are affecting them. Opportunities like this allow for the school to receive outside help to help support individual students. It is an extra help that only benefits those in need, and it only requires someone to plan and fill out applications for those in need. The LAUSD website also allows for individuals to make donations to the program. A homeless liaison would be able to oversee events such as these, and would also be able to work with the school’s budget and donations to make such things happen.

Katie Hendrickson 's “Student Resistance to Schooling: Disconnections With Education in Rural Appalachia” is a scholarly article within The High School Journal, a publication for those employed in a secondary educational facility. Being founded in 1918, it is one of the oldest peer-reviewed academic journals in education. The journal is managed by students and faculty in the School of Education at Chapel Hill and is published quarterly by the University of North Carolina Press – it 's both a current and scholarly resource. Hendrickson has quite a storied history in the teaching field as well, giving credence to her article. She has been published in another peer-reviewed academic journal, Education in a Democracy, as well as presented her finding on co-teaching at the Ohio Confederation of Teacher Education Organizations conferences. But the list of accolades doesn 't end there: she was awarded the Mabel Olson Bell Award for Outstanding Mentor Teachers from the Patton College of Education at Ohio University, in addition to awards for STEM (Science, Technology, Mathematics, and Engineering) teaching. Hendrickson, along with two of her colleagues, accepted the Governor’s Thomas Edison Award for Excellence in STEM Education in 2013, and in 2012, she received a Global Teacher Fellowship from the Rural School and Community Trust. This gave her the opportunity to travel and create place-based lessons for classrooms drawing from her experience,

Why are you interested in teaching at an Uncommon school and how have you demonstrated a commitment to urban education in the past? *

This interview was conducted with Wes Jensen the current principal of Mountain View Middle School. He has been the principal at his current school for two years, and was vice principal of the Blackfoot High School for two years. Before he became an administrator he was a classroom teacher for seven years, giving him 11 years of experience in education. The school has a very diverse population comprised of many different ethnicities including Native American, Hispanic, and Caucasian. The economic situations range from wealthy to highly impoverished. As the principal of this school he is a very professional man who holds high expectations for his staff.

There are many individuals in Houston living in destitution. I went and served nourishment to less blessed individuals downtown, and it influenced me to acknowledge that I am so fortunate to have the things and the life I do. Neediness impacts many individuals living in and around Houston. There is neediness on account of changes in the economy and also instructive holes. In the event that things don't change, at that point, Houston will see a lessening in instruction and a decline in gifted laborers. To end destitution, we can discover openings for work, ensure every tyke gets an equivalent possibility in school, and cooperate to help hostile to neediness

Heather Ruha grew up in a “pretty rough” suburb on Chicago’s west border; this background has allowed her to connect with the hardships that her urban students face. Her interest in education was sparked by an incredibly influential teacher’s assistant in one of her classrooms, who Heather described as “giving” but always pushed her to do her best and challenge herself. She graduated from Northeastern Illinois University in Chicago with a major in Elementary Education and a minor in Psychology. Ms. Ruha has been working in the Kenosha Unified school district since 2006, originally as a teacher in elementary classrooms, until she discovered a true passion for working with middle school students.

General Observations: My past field placements have been in much larger schools; therefore, I was excited to have the opportunity to experience a rural setting. St. Rose is a small public school with a unique location. St. Rose is attached to the St. Rose Catholic Church. When I arrived, students were attending religion classes while teachers met in the teacher’s lounge to grade papers, make copies, and prepare for the day. Once religion classes were over, the “school day” started. I immediately obvious the students were very well-behaved; for example, students held the door open for one another and the noise level was appropriate in the hallway and classroom. Coincidentally, I attended a private school K-7th grade; for that reason, the atmosphere and behaviors observed were familiar.

I am attending Concord College to further my education. After graduating with an Elementary Education Degree, I would like to teach in an elementary school in Southern West Virginia. Preferably, I would like to teach in a kindergarten environment. While teaching I plan to further my career with a Master’s degree. I would like to be able to reach those children that aren’t as fortunate as others. As a teacher I will not only teach the children, but they in turn, will teach me. Education is one of the most important aspects to the success of the country. It is important for everyone to feel a part of that success; therefore, I feel strongly about teaching students to succeed.

In that class, the student learns about different teaching methods and how to care for children. As part of the curriculum, we volunteered at Long Elementary as teacher aides. Working with 4th grade students and observing an everyday class room was such an awe-inspiring experience. I had a completely new perspective about teachers. I have so much more respect as before. Teachers put so much time and effort into helping children for their benefits. I knew from the first day I helped with Ms. Williams’ 4th grade class, how much a teacher is a positive influence on children. There is an overwhelming feeling when you help a student with a problem and in return they give you the most heart-warming smile. The experience at Long Elementary helped me make my final decision on whether I wanted to teach elementary or secondary school. As much as I enjoyed helping elementary students, in my heart I knew secondary school was the path God had in store for me.

Upon receipt of an email from Ruth Ann Ponten, a 7th grade math teacher, Maya Thomas, the district staff development and instructional consultant, immediately took action to help support the struggling teacher. Ruth Ann was located at a school within a rural community that was undergoing a major transition. The community of farm workers and working class families was transitioning to a community of educated professionals that were being attracted to the community’s strong, tight-knit feel and impeccable older homes. With the change of families, new expectations regarding education started to emerge as well.

When students are involved they get the nutrition and food they need along with the skill sets needed to become employed in the future. The help the children organization adds into this by using a donation program through their website. With the donations they purchase mass amounts of food to deliver to churches, senior citizen faculties, woman shelters, recovery programs, and more. Help the children delivers on average 1.7 million pounds of bulk food each month, making that 35 tons each work day.