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"Push, Don't Pity, Students in Poverty" Article

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"Push, Don't Pity, Students in Poverty" Article

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Sarah McKibben

She calls it her "assignment on earth" to pull as many kids out of poverty as possible. The first female assistant superintendent of high schools in the School District of Philadelphia, Linda Cliatt-Wayman stepped down from her role in central office to become principal of Strawberry Mansion in 2012. The inner-city high school-notorious for its drugs, gangs, and extreme violence-had been on Pennsylvania's "persistently dangerous" list for five consecutive years.

Having grown up in North Philadelphia just a few blocks away, Wayman took on the "life-saving work" of righting the injustices experienced by students in poverty. Her relentless leadership helped turn around Strawberry Mansion, raising performance and taking it off the dangerous schools list after just one year.

Wayman now runs a nonprofit to help the city's poorest students make it through high school. She is author of Lead Fearlessly, Love Hard: Finding Your Purpose and Putting It to Work, and her TED Talk on how to fix a broken school has been viewed nearly 2 million times. In the following interview, she shares what every teacher and school leader should know about educating children in poverty.
In your book, you describe how, when you first came to Strawberry Mansion, the Department of Justice held a nonviolence assembly in the school auditorium. The presenters played a video reenactment of the Columbine shooting, and your students erupted into laughter. What effect did that have on you?
At first, I sat there in amazement. I'm looking around and I'm saying to myself, What in the world is going on? I really didn't understand it at all. I thought they were being disrespectful and rude. I let the program continue, but when it was over I brought some kids to a roundtable conversation.

When they told me, "That's nothing compared to what we see on the streets each night," right then, my heart sank. And I said to myself, Oh my god. They can't even relate to the pain of other people because they're so wounded. And that changed a lot for me. I actually looked at the entire thing different. That all of the violence, all of the disrespect, all of the walking the halls, all of the assaults-it all came because they were in this deep state of hopelessness.

It was their reaction to that film that made me say, OK, yes, they need rules. They need consequences. But they need some fun and a whole lot of love. It was the only way for me to turn the school around.
Speaking of love, you ended your morning and afternoon announcements by saying, "If nobody told you they loved you today, remember I do, and I always will." Why was that message so important to communicate?
The teachers brought a young girl to me one day who was being very, very rude in class. And the young girl just told me, "Stop talking to me, Ms. Wayman. Will you please stop talking to me because nobody loves me. Nobody on this earth loves me." And I just sat back in my chair, and I couldn't believe that she thought nobody on this earth cared about her. And so, I got on the loudspeaker and I told them, "Look, guys, if nobody says they love you, I love you." It started there.

When I got to Strawberry Mansion, it was something I always said to my students. Strawberry Mansion was 50 times worse than my previous school, and they needed to hear it even more. My kids-13, 15, 16, 17, 18 years old-would tell me, "Ms. Wayman, nobody has ever told me they loved me." And so, it was important for me to let those students know that you are not walking around this world unloved. I'm here for you every day, the staff is here for you every day, and we absolutely love you. And we're going to show you that we love you in these ways: we're going to have high expectations for you, we're going to make sure you have the best teacher in the classroom possible, and we're going to make sure school is fun. It was something that they latched on to. They needed to hear that they were loved.
What advice do you have for teaching students in poverty, especially for teachers who have never personally experienced poverty?
I had a lot of teachers in that situation. The one thing that I would tell them is to never get it in your mind that you have to use what you see as some type of pity party for not teaching. I would always tell my teachers, "You are a teacher. No, you may not understand a lot about what their home lives are like, but you know about teaching, so I need you to go into the room, build relationships with the children, and teach to the highest level possible and expect for those kids to reach it. Because if you do that, they will."

My one teacher, Ms. Speirs, grew up in Florida and knew nothing about poverty, but she referred to her students as scholars. "You're scholars, all of you." The kids didn't even know what that meant. They said, "What is that?" So in her mind, she was already thinking, I may not know your individual situation now, but I know where you can go in the future. I see you as a doctor; I see you as a lawyer. And if I see you as that, it starts right here today, and being a scholar means making sure that essay gets done. And I'm going to show you how.

So my advice to inner-city teachers that have never dealt with this situation is to do your job and teach. Do not fall into this trap of, "But you know, they just can't do it. They're poor, they don't have this at home, they don't have that at home. I'm not going to give that assignment because many of them just can't do it." They can do everything everybody else can do if you expect it and teach it. So, I would always tell my teachers, "I need you to do one thing: teach." They said, "Ms. Wayman, why do you keep saying that?" "They need a teacher, babe. They're not worried about whether you were in poverty; they need a teacher."

Before I got to Strawberry Mansion, they were giving the kids 3rd grade books. Why are you giving the kids 3rd grade books, and they're in the 10th grade? "Well, I don't know if they're going to read it. That book got too many pages in it." So you gotta have expectations and you gotta just teach. Teach to the best of your ability and don't get so consumed by their situation. Nurture them through this situation, but the best thing you can do is see them in the future. If I can just teach them how to write this essay, I can get them here. If I can just teach them how to do these math problems, I can see them in this college. And they will rise to every expectation. It is absolutely amazing what they can do. But they're often not given the opportunity.
You put relationships at the center of everything, from teaching and learning to school safety. What does that look like in practice for a school leader?
Constantly talk to students and listen to what they have to say-and act on that. At Strawberry Mansion and in my other schools, we gave them a forum to talk. But there was never a day that I did not walk through my halls, almost every period, and say, "Hi Johnny, how you doing? I heard last week your grandmother was sick. Is your grandmother well today?" I always tried to find out a little piece of information in their daily lives that would get me to that bridge to say something to them. Or I would say, "Oh, your teacher told me you got an A on that test today. Great job!" I constantly made it my business to know something about them that would give them a reason to want to continue to talk to me. Then, when they would talk to me or ask questions, I would clearly listen to what they had to say and always follow up.

You walk through schools now, and there are kids who will tell you they don't even know their principal's name. They don't even know their name. The principal is at the top-and everybody in that building is watching what the principal does-so the principal has to build relationships, even if it's just through a daily announcement. "Hi, guys, good morning. You all look beautiful this morning, glad to see you." You have to say something to them. It's the only reason why they would continue to want to talk to you, if you get to know them as people.

And once you get to know them as people, if they're doing something wrong, you already have a relationship with them. I could walk up to someone and say, "Now Johnny, why did you just throw that on the ground?" "Oh, Ms. Wayman, I'm so sorry. That is a rule, that we keep our school clean, right?" "Yes, babe, pick the paper up." When I first walked into Strawberry Mansion, they would tell me how many ways I could "go F myself"-because that's what happened-"F you, I'm not picking up nothing. Who the H are you?" And I'm talking about hardcore situations. Schools in Baltimore, Chicago, and Los Angeles are dealing with the same type of situation I was dealing with in Philadelphia.

You have to seek out a way to personally relate to students for them to understand that you have their best interests at heart and you want them to be educated. And I would tell them that every single morning and every single afternoon: how I expect for them to get a high school diploma, how I expect for them to behave themselves, and how I expect for them to abide by the rules. It all came from me. Now, did my entire team support that work? Absolutely. We all fit together like a puzzle.
Your book shifts the focus from the challenges of educating children in poverty to what it takes to succeed in a broken system. What does an urban principal need to do to "lead fearlessly [and] love hard"?
A lot of times in high-poverty areas, school leaders believe they can lead just sitting in their office, and they have a whole bunch of APs [assistant principals] and different people running the school. It never works. It has to be a system where everybody is on the same page. Sometimes school leaders like to delegate a lot of things ..., but I've never seen that work in a high-poverty, high-violence school.

Like I always say, "If you're going to lead, then lead." You cannot delegate your work away. You have to be part of the system. You have to let everybody see you're working as hard as everybody else, and you all work together. My teachers, my god, they were beat down. They had the burden of being in those classrooms with those kids every single period. And they were very challenging children. So the one thing I had to do as a school leader was make them realize I was their main support. It's me. Whatever you're doing, whatever you need support with, you come see me, and I'm going to be the person who gets that support for you, no matter what it is.

A lot of school leaders in high-poverty areas will say, "Well, that's on you. That's your room, you figure it out." It can't go like that. Teachers need help. And they have to look at their school leader as a support for them in every area of the classroom.
Any final words of advice?
In inner-city, high-poverty, high-crime areas, the principalship is different. We cannot lead like everybody else. We have to be really personal with the kids. We have to be honest with the kids. We have to say what we mean and do what we say. And we have to expect for those kids to make it from their circumstance. If we don't believe it in our heart, that we can make a difference and change these kids' lives, then we're in the wrong seat.

Editor's note: This interview has been edited for length and clarity.

Sarah McKibben (@editorbytrade) is the managing editor of Education Update.

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Sarah McKibben She calls it her "assignment on earth" to pull as many kids out of poverty as possible. The first female assistant superintendent of high schools in the School District of Philadelphia, Linda Cliatt-Wayman stepped down from her role in central office to become principal of Strawberry Mansion in 2012.

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Eric Jensen Table of Contents

About the Author | Comments

About This Book

In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students.

Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals

Smart, purposeful engagement strategies that all teachers can use to expand students' cognitive capacity, increase motivation and effort, and build deep, enduring understanding of content.

The (until-now) unwritten rules for engagement that are essential for increasing student achievement.

How automating engagement in the classroom can help teachers use instructional time more effectively and empower students to take ownership of their learning.

Steps you can take to create an exciting yet realistic implementation plan.

Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It's time to set the bar higher. Until we make school the best part of every student's day, we will struggle with attendance, achievement, and graduation rates. This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond.
See the book's table of contents and read excerpts.

Get this title at a discount when you buy it as part of a two-book set that includes the companion book,Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It.
Buy the set.
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Watch best-selling author Eric Jensen's enlightening Engaging Students with Poverty in Mind Video Series giving practical experience from administrators and teaching coaches who explain how they make engagement a focus through professional development and school policy.
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Aboutthe Author

ERIC JENSEN is a former teacher who has taught at all levels, from elementary school through university, and who is deeply committed to making a positive, significant, and lasting difference in the way we learn. His academic background includes a Bachelor of Arts degree in English and a Master of Arts degree in organizational development, and he is currently completing his PhD in human development. He has authored 30 books, including Teaching with the Brain in Mind, Teaching with Poverty in Mind, Turnaround Tools for the Teenage Brain, Enriching the Brain, Student Success Secrets, and Super Teaching. Currently, he conducts staff development and summer in-depth trainings and speaks at conferences nationwide.
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Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement

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Eric Jensen Table of Contents About the Author | Comments In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students.

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a framework for understanding poverty 4th edition

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A Framework for Understanding Poverty 4th Edition

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People in poverty face challenges virtually unknown to those in middle class or wealth--challenges from both obvious and hidden sources. The reality of being poor brings out a survival mentality, and turns attention away from opportunities taken for granted by everyone else. If you work with peop...

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Minds in Bloom is excited to welcome Michelle from The IgnitED Teacher to our blog today! Michelle has written a really helpful post about classroom management tips for high-poverty students. Classrooms where the population of students is at-risk tend to be common places for struggles with behavior management, which is often understandable when you consider that students frequently choose to misbehave to distract from the fact that they don't understand what's being taught. Michelle's got four tips for behavior management for at-risk students, so keep reading to learn from her insight.

Teachers are increasingly faced with challenges stemming from the intensity and scope of student needs in the classroom. If you ask a new teacher what their number concern is, they will probably mention classroom management or student behavior.

Most teachers look at classroom management as this huge monster, when in fact it is a taxonomy of different topics. Student behavior is one of the most neglected areas of classroom management. Most teachers would probably agree that teacher preparation programs give new teachers the impression that their classroom management plan will solve all of their behavior problems. This couldn't be the further from the truth!

A classroom management plan will most likely (depending on student age and demographic) only solve about 60% of classroom problems. The other 40% or so will require managing individual student behavior.

When teachers face classroom management issues, there's one phrase that most of them will say: "It's not the whole class." For the most part, this is true! Even in my own classroom, there's always 3-4 students whose behavior upsets my classroom environment.

The ultimate goal for teachers is to manage student behavior on case-by-case basis. This can be done by following four steps: identify behaviors, track frequency of behaviors, create a response to invention plan, and track progress.

1. Identify Behaviors

Before a teacher can start managing student behavior, he/she has to be able to identify the behaviors that are causing the problems. This requires unbiased observations. This means that the teacher must disconnect and stay calm. Staying calm is the most important part of this step because an emotional person usually makes decisions based on their emotions at that particular time.

During this step, the teacher should carefully observe the following:

Interaction with peers and adults

Behavior in different environments

Behavior triggers

Time of day

Behavior observations should be done for at least three days. Sometimes certain behavior can be situational, meaning something may have happened that's out of the student's normal routine.

2. Track Frequency of Behaviors

Once the behaviors have been identified, the teacher then chooses two behaviors that cause the most disruption in the classroom. For example, when I was teaching 3rd grade, I had a student who would leave his seat to go hit another student. I felt like if I could first get the student to stay in his seat, it would change the classroom dynamic.
There are plenty of behavior tracking sheets, but I've found that I'm way too busy to keep up with tracking sheets that contain too much information. I like to use tally marks to track the two targeted behaviors.

When tracking behavior, make note of the time of day, during what activity, and how often. For instance, let's say I have a 5th grade student who is out of control after she spends the weekend with her father. She visits her father every other weekend, so every other Monday we bump heads.

Also, Mondays can be difficult days for certain students in difficult situations because on the weekend, some students lack parental supervision and structure. So, on Monday it can feel like you're starting over. This may or may not be included in the behavior frequency because every situation is different.

3. Create a Response to Intervention Plan

Creating a Response to Intervention, or RTI, plan is by far the most important and most difficult part of managing student behavior. An RTI plan requires a team of people to use the teacher's anecdotal notes to identify appropriate interventions for the targeted behaviors.

The RTI plan takes the two targeted behaviors from the tracking sheet and provides the teacher with interventions that can be used to address these behaviors. Most schools and counselors use the Pre-Referral Intervention Manual for interventions. It has the common student misbehaviors and provides suggestions for interventions. As with all resources, this manual gives teachers and RTI teams a starting point for helping students who need more behavior support. It's not the whole kit and caboodle.

The RTI plan includes:

Targeted behaviors

Interventions/replacement behaviors

Consequences and rewards

Responsibility for monitoring the plan

Remember: All interventions will not work with all students. RTI teams have to take student motivation, age, and interest into consideration when creating an RTI plan or a BIP (Behavior Intervention Plan). Also, older students should be allowed to take part in the construction of the plan. This will help with student participation and sometimes will alleviate defiance.

4. Track Progress

Tracking student progress is an essential part of managing student behavior. The goal of any behavior intervention plan is to teach replacement behaviors for undesirable behaviors so that the student can receive instruction. If a student has made progress, then the RTI plan will need to be revised. Dates for reconvening to discuss student progress are decided during the construction of the RTI Plan.

The behavior plans that I have written or been a part of usually gives the student four weeks with the intervention before determining if the student has made progress. If you work in a school where you lack support, then give the student at least four weeks to begin using the intervention.

Managing student behavior can be tricky for teachers, especially if you lack support and resources. If you'd like to download a copy of my free 5-Step Process for Managing Student Behavior, then check out my website!

I'm Michelle, and I work with motivated educators of high-need students, who want to effectively manage their classrooms and increase student achievement.

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Classroom Management Tips for High-Poverty Students

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Minds in Bloom is excited to welcome Michelle from The IgnitED Teacher to our blog today! Michelle has written a really helpful post about classroom management tips for high-poverty students.

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Six Effective Practices to Help Students from Poverty Succeed

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Six Effective Practices to Help Students from Poverty Succeed

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Leading Learning for Children From Poverty - AMLE

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Six effective practices can help teachers help students from poverty succeed.Read More... from Leading Learning for Children From Poverty

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Five Ways to Help Students Affected by Poverty

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Five Ways to Help Students Affected by Poverty

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Five Concrete Ways to Help Students Living in Poverty

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Five Concrete Ways to Help Students Living in Poverty

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As educators, we come across a vast number of students from all walks of life. In Statistics On How Poverty Affects Children in Schools, author Jana Sosnowski shared, "Approximately one in five children in the United States live in poverty, according to the American Psychological Association, a status that affects more than housing status and food supply." This is something that has triggered lots of talk about educational reform.

Many circumstances students living in poverty encounter are beyond their control. They can face many challenges that affect their brain development, emotional well-being, relationships with others, and school achievement. When serving in schools with students who are living in poverty, it is important to know how to do our best to help and empower our students.

Check out these 5 concrete ways to help students living in poverty.

1. Have high expectations.

When you have students who are living in poverty, compassion is important. But, it does students an injustice if you do not hold them to high expectations. As educators, we want our students to do their best and succeed in our class and life. Holding students to high expectations allows them to work toward reachable goals that can empower them with intrinsic motivation. This is important because once a student leaves your class, hopefully, you have instilled in them the power to work hard toward their goals and rise to the occasion.

Here are 4 ideas to try.

Give students the opportunity to set goals. Then, coach them to achieve their goals.

Hold students accountable for classroom expectations. Have conversations about why they are important to follow.

Expect the best out of students when it comes to their work.

Be a role model. Share your goals and high expectations for yourself with your students.

2. Expose students to places outside of the classroom.

Many times students' experiences can be limited due to their means and their parents/caregivers experiences. It is integral to show students the world around them and open their eyes to what the world has to offer.

Here are 4 ideas to try.

Teach students about different career options, arts-related or not.

Bring in artists and other career professionals to speak to your class.

Get students off school grounds and take a field trip to a local museum.

Use the web to take a virtual field trip through museum websites or videos.

Finally, be sure to connect learning in the classroom to real life experiences. This will truly enhance your students' perspective as they learn and move through life.

3. Build relationships with your students and their families.

Building relationships is a key aspect when it comes to a creating a positive learning environment. It also helps foster mutual respect and trust with your students and their families. One factor those living in poverty often face is high mobility due to unstable living situations. Be a source of consistency. Let your students and families know they can trust you and make them feel welcome.

If you're interested, we have a PRO Learning Pack dedicated to building positive relationships. You can explore a variety of activities for building trust and engagement including how to use art processes to build positive social and emotional skills.

4. Teach them social-emotional learning strategies.

Students who live in poverty can have trouble focusing in school because of things troubling them in their personal lives. It's important to teach positive social and emotional skills that can build trust, respect, community, and personal growth. These skills can also help students learn to regulate their feelings and transition to a mindset ready for learning. Let's take a look at three ideas.

Breathing Techniques

A great way to teach students how to regulate their emotions is to take a step back and do some breathing techniques. If your school does not already teach breathing techniques, you can easily do this in your classroom.
3 Strategies to Try:

Beach Ball
Have students pretend they are holding an imaginary beach ball. When they inhale they pretend the ball is expanding. While they exhale they pretend the ball is squeezing inward.

Square
This breathing technique simply has students take their finger and trace a square in front of them in the air. As students make the first line for the top of the square, they inhale. As students make the second line of the square going down, they exhale and so on. You can repeat this as many times as you want.

Bunny Breath
This is a great breathing strategy, especially for your youngest students. Have your students pretend to be rabbits. They will need to take three quick sniffs in the nose, and one long exhale out the nose.

Calm Down Corner

A Calm Down Corner is a space in your classroom that allows students who are not regulated or in the proper mindset to begin learning to go and regulate themselves. You can have students use a stress ball, glitter bottles, or breathing techniques to begin to calm down. You may also want to have a self-reflection sheet available to help students process their feelings.

Classroom Circles

One way to build community is through classroom circles. This technique involves students getting in a circle and sharing based on a prompt given by the teacher.
Here is how it works:

Students get in a circle with the teacher. Ground rules should be shared to promote trust, respect, and honesty.

The teacher shares a prompt for students to answer.

The only person talking must hold a "talking piece." This practice allows each student to have a turn without interruption.

When everyone who wants to speak has spoken, the teacher can close the circle and thank the students for sharing.

In general ed circles, sometimes this technique is practiced daily. However, if you are a teacher who doesn't see your students every day, you could try implementing it once or twice a month.

5. Create a positive classroom culture

Making sure you have a classroom that exudes positivity and community is important. Be sure to teach your students to be compassionate and respectful toward one another. It can be helpful to have specific conversations about not judging others, especially on outward appearances. Team building exercises, modeling kindness, having mutual respect, and sharing the importance of accepting others are great ways to make this happen in your classroom.

Overall, students living in poverty are just like other children, but they can encounter limitations and barriers that make it harder to learn. We must do our best to make sure each child knows how special they are and that no matter what problems they may face, there is someone who loves and believes in them.
What tips do you have for teachers working with students living in poverty? Do you use social-emotional strategies in the classroom?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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5 Concrete Ways to Help Students Living in Poverty

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Educating students who live in poverty is a vital part of today's curriculum. Here are 5 ways you can start making strides towards serving kids in poverty more effectively. Resources, lists, and images to helo you educate and teach kids in poverty. This article will take 7 minutes to read.

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It's heartbreaking to see children who live in poverty struggle in our classrooms. They face challenges on so many fronts that it can be overwhelming to know how to help. But when we're able to connect with students from low-income families, we can make a difference-a big one.

While home environment plays a role in how children do in school, studies show that for low-income children, school environment matters more than it does for those from middle- and upper-income families. "There is clear evidence that five years of learning from above-average teachers would erase the academic effects from poverty," says Eric Jensen, author of several books including Teaching With Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It and Engaging Students With Poverty in Mind: Practical Strategies for Raising Achievement. "Teachers need to know that."

WeAreTeachers recently spoke with Jensen, who suggested five things that all teachers can do to connect with students affected by poverty and help them succeed in their classrooms.

1. Teach Vocabulary Daily

What you should know: Often, there is less language spoken in low-income homes-fewer words per hour and less interactive vocabulary. For instance, kids may hear more commands from parents, such as "Have a seat" or "Pipe down!" rather than complex sentences or back-and-forth conversations, says Jensen. As a result, many kids raised in poverty often start school one or two years behind their peers and never catch up if they don't receive adequate support.What you can do: Get creative with activities to build vocabulary. For example, try doing a word-of-the-day activity. Give students a sense of control by letting them choose a word from a list you create. Then ask them to do a simple activity using the word, such as writing a question using the word that a partner must answer, or illustrating the word by creating a drawing or collage. You can even offer incentives-like having lunch with the teacher or being able to leave first at the end of class.

2. Make Your Classroom a Stress-Free Zone

What you should know: For children who are surrounded by worries about their parents' ability to pay rent or having enough groceries, lack of stability can take a toll. The presence of long-term stress can cause children to be angry and snap back at teachers or withdraw and give up. "Teachers who don't know better interpret this as 'This kid is a bad seed' or 'He or she won't go anywhere in school,'" says Jensen. Rather than behavior problems, the aggression or apathy may be symptoms of stress disorders.What you can do: While you may not be able to eliminate chronic stressors like financial issues at home, there are things you can do to avoid students experiencing added stress in your classroom. If you need to reprimand a student, for example, don't embarrass him or her by doing it in front of the class. And every time you do reprimand a student, try to follow it up by giving the student at least three positive affirmations-like pointing out how well they followed directions or praising them for a correct answer to a question asked. If you sense your class is particularly stressed during the day, take a break during class to show them how to practice mindful breathing, tense-and-release exercises or fluid arm movements.

3. Treat Your Class Like Family

What you should know: Sometimes children show up at school without a strong emotional base from home and don't have the social skills needed to work together and develop relationships. At the same time, these kids are often looking for strong adult role models, says Jensen. When teachers give students regular opportunities to work together, it helps build their social status and feeling of belonging, which can be key to staying in school and avoiding cliques or gangs.What you can do: Try putting elementary students of similar achievement levels in cooperative groups for activities like reading aloud. Each group member takes a turn reading, and the group discusses answers to questions you provide. In upper grades, students can be grouped in teams of five, by their interests rather than achievement levels, to work on longer-term projects, like a recycling plan for the school.

4. Take Brain Breaks

What you should know: Not getting enough or the right kinds of food can impact student performance in school. Also, there is an array of health issues that, if left unchecked because of limited resources, can affect a student's ability to learn and concentrate, says Jensen. Physical activity, however, can help compensate for the behavioral and cognitive issues caused by poor nutrition.What you can do: If kids are acting sluggish, introduce an energizer to get them out of their seats and moving around the classroom. A simple brain break for elementary students is to have them walk in a line around the room while playing music. In the upper grades, try doing a cross-training simulation by calling out actions for different sports (e.g., catching a football or dribbling a basketball)-you can also let students call out the actions.

5. Share a Mini Autobiography

What you should know: Once you are aware of the issues challenging kids in poverty, you'll be able to think of ways to reach out more effectively. "You have to carry around a little mirror, metaphorically. Always hold it up and think: What could I do differently?" suggests Jensen. Students need to get to know their teachers and understand that they believe in them and genuinely want them to learn.

What you can do: Leave behind complaints and convey a great attitude by saying to your class: "I love being here. You kids are what I look forward to every day," suggests Jensen. The teachers kids want to work hardest for are the ones with whom they've built relationships. Consider taking even just one minute every week to share something personal about yourself-like what you did with your family over the weekend or your goal to run a marathon. Also, try to find out about your students' personal lives on a daily basis-ask them about their dreams, family, hobbies and even their problems.

To find more books, videos, online courses, and other resources to help you address the effects of poverty, visit www.ascd.org/povertyresources.

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5 Ways to Build a Strong Relationship With Students Affected by Poverty

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It's heartbreaking to see children who live in poverty struggle in our classrooms. They face challenges on so many fronts that it can be overwhelming to know how to help. But when we're able to connect with students from low-income families, we can make a difference-a big one.

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"What It Feels Like to Be on Welfare" Article

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"What It Feels Like to Be on Welfare" Article

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Not too long ago, I woke up, grabbed my iPhone and popped onto Facebook to see what I had missed since falling asleep. What can I say other than I play on social media like it's my job. Normally my news feed is full of baby photos, food, and travel shots and the occasional questionable joke. On this particular morning, I was faced with a photo of a food stamp with a note to "those on welfare" who "don't work" and "milk the system." The post was calling for "accountability." I just shook my head in disappointment.

While most political comments don't hit me very hard (we all have a right to our opinion), I have a difficult time with those that group any set of people into a section and blame and berate them. It's especially disturbing when those I know make these kinds of statements and then look me in the eye and say it to me as though I am above some kind of fray. Quite frankly, it makes me sick to my stomach. Yes, there are people who abuse all kinds of systems, regardless of their tax bracket, but too often I hear people equate poverty with laziness or worse, criminal behavior, and it's heart-wrenching for me on a deeply personal level.

I have made no secret that I come from way down. I grew up in various cockroach-infested apartments with a violent, drug-addicted ex-felon father and a mother who did me both a favor and a great disservice by leaving. The only person I had to watch over me and make sure that I had food, water, and ice for my wounds was my beloved, hardworking and retired grandfather who supported me with a $500 monthly budget that was paid to him via pension and social security.

That included rent money.

When we lost our home (thanks to my father skipping bail) we moved into our fishing trailer and ate Pork and Beans nearly every weeknight for dinner. On weekends, we lived lakeside and ate the fish we caught. Finally, after we had to spend one third of our income on my eyeglasses, we went to sign up for food stamps, and stood in line for our boxed block of "government cheese." For a former foreman and a little girl who was already made fun of for a number of reasons and who was particularly sensitive to her grandfather's feelings, it was humiliating.

I hated seeing my proud and dignified hero standing in line for handouts. This was a man who prided himself on being self-sufficient and instilled a sense of duty and independence in me from day one. We were not drug addicts living the high life-we were just poor.

"You will be educated and life will be better for you when you get older, Brenda Lynn," he promised. He was going to fight like hell to see that it happened. "You just need to go to college and you'll never have to go through this again." But I was five years old. We had a few years, hospital trips, pairs of shoes, and meals to worry about.

My grandfather had a moral fiber as thick as wool. He was a God-fearing man who treated everyone with dignity and respect, volunteered to help others, worked odd jobs to make money for us, and taught me to also treat everyone with dignity and respect, reminding me that "we are all equal, and we all put our pants on one leg at a time." He may not personally have agreed with your way of life, but he'd certainly vote for your right to live as you saw fit as long as it did not hurt anyone else.

He tipped his hat to women on the street. He firmly shook the hands of men. He opened doors. He gave what he had to help others, and he kept his word. He pressed and polished our cheap clothes and shoes to make us look as nice as possible. He didn't smoke, drink or do drugs. He paid his taxes-on time.

My grandfather wanted what all good, decent and loving fathers want for their daughters--the best, safest and most dignified life. While he'd have to save up for a few months to buy me a new dress at Sears in order to see the bright surprise flash across my face, I believe we were rich. Very few children enjoyed the conversation, love, companionship and connection we had. Having a hamburger and slice of pie once a week was our "big date" when we could afford it, and believe me when I tell you that there is still no better "date" for me today.

I was raised to believe in hard work, the value of education, human interaction, honoring your word, equality and making your own way in this world and helping others. When he passed away, everything beautiful in my world went with him.

I was bounced from home-to-home and turned to the system only once when I was cold and needed somewhere to sleep over Thanksgiving. I walked into Juvenile Hall and asked to stay there. Those two days were enough time for me to realize that I needed to stay under the radar.
God knows it would have been easier to have food stamps to offer someone to take me in or medical insurance, but I had to make due without both. On the occasion that I needed to go to the doctor, I went to Planned Parenthood. Not to exercise my right to choose, but for breast exams and free medical attention in a facility that treated me like a human being.

When I tried to work at 14, I was told I was not old enough to get a full time job. So, I worked under the table when I could and accepted food, clothes and shelter from those who felt sorry for me. Equally humiliating.

When it was time to go to college, I had the grades and essays to get in, but I was under 24 and that meant that I needed a parental signature. I was on my own and never a ward of the court, a painful purgatory for someone who ached to just get to the starting line like everyone else.

Thanks to President Clinton, an amendment was made, making it possible for kids who had been on their own and who had stayed out of the system (i.e., bounced from home-to-home or on the streets) to prove they were alone and apply for loans on their own and go to school. With that, a scholarship and loans, I attended American University, excelled where I could and Interned at The White House.

In the time since childhood and now, I have made an incredible family of friends who are on both sides of the political fence. Some of my friends feel very strongly about helping others whereas others feel we should all be responsible only for helping ourselves. Some of my friends are gay and have been humiliated, put down, abused, shut out and treated as second-class citizens by family members and strangers alike solely because they love the "wrong" gender. I have friends who have started rehabilitation programs and others who have benefited from them. I have friends who go to church every week and others who have never stepped foot into one. I personally believe in God and God said that we should steer clear of judging others unless we want to be judged ourselves. I believe God judges deception, bigotry, cruelty and those who live their lives in ways that bring pain to others.

You may not believe this. We don't have to agree. But I will still show you respect, not only because that's how I was raised, but because it feels right on a deep and human level.

I am writing this because I want to say that I was one of those "welfare" people so many people callously group into the "lazy" section of the room. While I am now often told by these same people that I am one of the hardest working people they know, the reality is that there is no way I would be where I am today without the help I received in my past. Some tell me, "Yeah, but you are an exception."

No, I am not.

I am just one of the many people born under difficult circumstances who wanted to do better and needed a little help getting onto my feet. Now that I am on them, I do my best not to forget what it felt like when I was not. If anything, my past has benefited me in that it has served as a strong warning not to play the "we" VS "them" game as one day you might be the "them".

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Not too long ago, I woke up, grabbed my iPhone and popped onto Facebook to see what I had missed since falling asleep. What can I say other than I play on social media like it's my job. Normally my news feed is full of baby photos, food, and travel shots and the occasional questionable joke.

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The first day back from winter break can be restless.

Many children are still coming down from the excitement of the holidays. Two unstructured weeks away from school - with strange food, rituals and relatives - can be overwhelming for many children, especially when it grinds to a halt after the new year and normality resumes.

But for students whose families are struggling in poverty, time away from school isn't an exciting blip on an otherwise calm school year. For them, it can be a crippling time of insecurity when it comes to food and shelter.

And teachers can tell.

"They come back to school and it is super obvious how exhausted they are," says Sonya Romero Smith, a kindergarten teacher in Albuquerque, N.M., where she has worked with many families in poverty.

Romero Smith leads a course for her local union on how teachers can work with the most vulnerable students, like those living in poverty. She says fatigue is just one sign that a student's break might have been chaotic.

"Clothes are dirty at this point," Romero Smith says. "There's an inability to stay focused - sometimes that's hunger or some form of neglect." A student might become aggressive or clingy, she says, or might not want to go home at the end of the day.

With 1 in 5 children in the U.S. living below the poverty line, this scenario plays out in classrooms nationwide every January.

Living in poverty is often stressful, with families grappling to find the next meal, a warm place to sleep or quality child care. Those experiences, repeated over and over again, can actually change a child's brain.

Chronic stress can inhibit a child's ability to manage his or her behavior, says Ross Thompson, a University of California, Davis professor who studies child social-emotional development. It can also affect language and memory skills.

Children - regardless of home life - manage behavior by predicting their environment, Thompson says. After an unpredictable winter break, teachers need to give students room to ease back into school - and this might be harder for those from chronically stressful homes.

"Expecting that young children are going to be capable of sitting in circle time is probably not the best expectation," says Thompson, who added that shortening time spent sitting still and adding more active lessons into the day might ease students back into the school routine.

Using verbal transitions and songs - like a cleanup song - helps remind students how school works, he says.

On a larger scale, Thompson says training teachers to be aware of what might be going on in some students' lives can build empathy. Instead of kicking disruptive students out of the classroom, administrators can prepare teachers with strategies that address some of the issues that chronic stress can bring.

In Sonya Romero Smith's classroom, however, some students still have a hard time readjusting, despite the added reminders and slower pace.

She says tangible securities go a long way - like having some food and clothes available.

"Those first few days, make that environment safe again. It's OK that they're tired," says Romero Smith, who became the foster parent to two of her former students.

Not all teachers can foster a student, but they can point families to resources like shelters, community centers, libraries and public transportation options, says Romero Smith.

There's also a simple message that teachers can use before the break begins: "You're going to come back. Don't worry. We'll be together again in this many days," she says, showing them exactly what that looks like on a calendar.

She says she considers this extra work an ethical responsibility.

"If school is the place where you're supposed to get knowledge and realize what the world has to offer," she says, "it should be the safest place, where you have the ability to show your greatness."

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How To Help Kids In Poverty Adjust To The Stability Of School After Break

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The first day back from winter break can be restless. Many children are still coming down from the excitement of the holidays. Two unstructured weeks away from school - with strange food, rituals and relatives - can be overwhelming for many children, especially when it grinds to a halt after the new year and normality resumes.

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How Can High-Poverty Schools Engage Families and the Community?

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High-poverty schools can involve students’ families through home visits and by joining the community’s safety net to provide social and medical services for those in need.

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Technology integration for high poverty schools is a luxury for most teachers. The teachers either have some outdated technology or none at all.

As a math teacher integrating technology honestly was not a priority until after an intense conversation with my son about 3 years ago. He was so disappointed because he felt like school had not prepared him for real life.

Our conversation really bothered be so much that I began to reflect and change how I taught math concepts to my students. I've always made sure that I connected math to real-life situations but I also included culturally responsive teaching and more technology.

Although I have plenty of experience with working in high poverty settings, making changes like these didn't come without its challenges! There were many challenges that didn't anticipate. For example, after getting a classroom set of Chromebooks I didn't expect my high achieving students would have so many computer deficits. I had to take the time to teach them basic keyboard skills.

After implementing Google Classroom with just one of my three classes, I quickly realized that there are 5 simple steps that teachers in high poverty setting show follow to get started with Google Classroom.

1. Create a Plan

Before jumping feet first into using Google Classroom it is very important to create a plan. This plan should include:

Purpose - if you don't set the purpose for implementing the platform the students will use is a entertainment tool

Expectations - lay the foundation of what you expect when using the platform

Consequences - what will you do when students don't follow your expectations

Computer storage- where will you store your computer/how will you charge your computers

Frequency - how often do you want to use Google Classroom

Routines and Procedures - routines are the step by step process and the procedures are the how

2. Find Resources

There are many blogs, podcasts, and books that you can turn to when getting started with Google Classroom. When I decided that I wanted to use Google Classroom I began with Twitter. I found the hashtag for Google Classroom which then led me to other resources.

Being a change agents can sometimes be a lonely place. Often times it seemed as if I was the pioneer for trying to expose my students to more 21st Century skills. This made me look for resources outside of the school and sometimes the school district. If you want to implement innovative teaching ideas in your classroom don't let the lack of support deter you because there are online communities that can provide the support that you will need.

3. Prepare Your Classroom

Preparing your classroom for technology integration may seem silly to some teachers. When I began to use Chromebooks on a daily basis it changed the dynamics of my classroom. I had to create an area to store the computers as well as additional routines and procedures for distributing and charging the computers.

It is not uncommon for students in high poverty setting to associate computers with entertainment. Throughout this process I learned that it's a huge mind shift for me and the students when we began to use computers alongside paper and pencil.

4. Scaffold Google Classroom Introduction

Just like with your instruction you have scaffold the implementation of Google Classroom. Some of the students will go with it and be rock stars and others not so much! Of all of the resources that I have used, I think Alice Keeler's blog does a great job of scaffolding instruction using Google Classroom.

When I introduced Google Classroom to my students I began with a simple Youtube video on the purpose of the platform. Then I created a question in the stream for the students to answer. Every week I introduced a new feature by creating a new assignment for the students.

5. Create Paperless Assignments

There are some teachers who have paperless classrooms. I'm not a fan of total paperless classrooms. Especially not for in a high poverty school, because a large majority of the students don't have access to computers at home. Also, sometimes the technology doesn't work. Creating a hard copy for the students allows me to continue with my lesson when the technology isn't available.

There are 2 programs that I use to create paperless assignments that integrate with Google Classroom. Nearpod and EdPuzzle are 2 platforms that I use to create my assignments. I create Google Slides to create my lesson and Nearpod allows me to make the slides interactive. I use Edpuzzle to flip some of my lessons with videos.

There are a plethora of other apps, extensions, and platforms that can be used with Google Classroom. You have to remember that less is more!

If you started using Google Classroom or would like to start using Google Classroom you can download my FREE Google Classroom checklist below!

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5 Steps for Getting Started with Google Classroom in a High Poverty Classroom - IgnitED

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Technology integration for high poverty schools is a luxury for most teachers. The teachers either have some outdated technology or none at all. As a math teacher integrating technology honestly was not a priority until after an intense conversation with my son about 3 years ago.

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I can't have any more children. The ability to birth children was taken from me when doctors had to extract my womb from my body. The one miraculous baby girl that the Lord gave me is the only biological child I will have.

My Sweet Girl: Photo by Jacque Miller Photography

Guest Post by Jacqueline from For the Love of the Children

Five Ways to Build Stronger Relationships with Students

This is one of the first things I tell my students, as it is a beginning step in building relationships with them. Building relationships is the key to a successful classroom environment that promotes academic success.

Teachers who work in Title 1 districts have unique struggles. Many students are performing below grade level, and there are more important things on their minds than learning language skills and mastering multiplication facts. Some students are trying to become proficient English speakers while still being expected to master the same standards as their peers for whom English is the primary language. Others must deal with unimaginable situations at home that are more atrocious than many adults will ever face. Additionally, there are students who do not always know and/or care to follow the hidden "rules" of schools.

Despite these challenges, teachers in Title 1 districts are expected to see the same amount of growth with their students as those who teach in more affluent neighborhoods. School grades do not take poverty levels into account when calculating the "effectiveness" of an educator, school, or district. All students are measured using the same stick, despite the baggage they bring to school each day. Therefore, since many students in high poverty areas are generally relationship driven, it is imperative that educators take time to foster relationships in order to experience success with their students.

1. Share stories from your life:

I have found that one of the best ways to build better relationships with my students is by being vulnerable and opening myself up so that they see who I am outside of being their teacher. They soak up stories of adventures involving my husband, daughter, and me. The personal information I share helps them see me as a caring person who trusts them enough to let them into the private parts of my life. This opens the doors of communication, and before long, (and at the appropriate times), students are sharing personal stories from their lives.

2. Take an interest in your students' lives.

We can show that we care about our students by being interested in the things that interest them. My colleague and friend, Mindy Sarlea, tries to go to every home athletic event of her current and former students. If they invite her to a gathering outside of school, she moves heaven and earth to try and get there. I admire that dedication! My schedule prevents me from making it to many extracurricular events, so I show an interest in their lives by asking about the things they enjoy. My kiddos love explaining Snap Chat to me (does this make me sound old?) or showing me the latest game on the computer. We laugh together when I can't master a skill or level that they have conquered, and they take great pride in teaching the teacher! This type of interaction speaks volumes to the students. It sends the unspoken message that they matter. What's important to them is important to me.

3. Acknowledge your students' efforts.

No child wants to fail. Humans, by nature, want to be recognized for putting forth their best effort. I think about how good it feels to receive affirmation from my administrators. It tells me that they see me and appreciate what I do. The same is true of our students. They want to know that we notice them and see that they are trying their best. Go ahead and acknowledge them with a pat on the back or a fist bump. Place an encouraging hand on a shoulder (if the child is ok with this type of positive touch). Pass along a nice note written on a post-it. Try these positive stickers and put these on their papers. (I find my students, both male and female, peeling off the stickers and putting them on their hands, cheeks, clothes or on a special notebook.) These small gestures make a world of difference.

4. Respect your students.

Some adults feel that respect must be earned. I contend that people respect those who respect them. We must understand where our students come from and the battles they face. Yes, we should always be firm with our expectations just like we would with our own children, but it is imperative to always treat our students with respect. This goes a long way in creating a positive classroom environment in which learning can take place.

5. Start each day with a smile.

And smile a lot throughout the day. Our students are experts at reading our body language. They can tell when we are genuinely happy to be at school and when we see it (and/or them) as a burden. They may not realize it, but this weighs on their young hearts and is a factor in them shutting down. A positive attitude will be rewarded with students who WANT to come to our class and put forth their best effort.

Building relationships with students is the key to a successful year. Within the first week of school, my kids know that I may not be able to have any more biological children, but I am thrilled to have 100+ new children each school year. My sharing this with them opens the doors of communication, and the relationship building begins!

Are you looking for a way to create a more positive classroom environment? Try this Secret Student Program, appropriate for ALL grade levels. You will be amazed at how this one thing will help build relationships with students. This will certainly translate into improved behavior in the classroom. Read more about it here.

Happy Teaching! If you liked this article, be sure to follow me for the latest tips and ideas on Teachers Pay Teachers, Facebook, Instagram, and Pinterest!

~Jacqueline Miller, For the Love of the Children

About: Jacqueline Miller is a middle school reading teacher in Hammond, IN. Jacque has been teaching reading for twelve years. She has a Bachelor's degree in Psychology, Master's degree in Elementary Education, and a middle school English endorsement. Jacque has been recognized as an Outstanding Educator in Hammond and consistently receives top marks in her evaluations because of the work she does with her middle school students.

In addition to teaching, Jacque enjoys being a professional photographer. She takes great pleasure in combining her passion of photography with her love for teaching. Jacque uses photography as a tool to connect with her students.

Jacque has been married to Ben Miller for 14 years and is the mother of a precocious three year old, a true miracle child and gift from God.

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Five Ways to Build Stronger Relationships with Your Students

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I can't have any more children. The ability to birth children was taken from me when doctors had to extract my womb from my body. The one miraculous baby girl that the Lord gave me is the only biological child I will have.

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How One Woman Reinvented School To Combat Poverty

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More students living in poverty strains education system