https://padlet.com/kthrailk/iy177vdnl8gk I examine the affects poverty can have on student performance as well as examine ways in which teachers can mitigate these impacts with appropriate classroom management. en-us 2017-03-20 16:48:04 UTC 2025-02-22 11:32:28 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png kthrailk https://padlet.com/kthrailk/iy177vdnl8gk/wish/161257451 http://www.southerneducation.org/Our-Strategies/Research-and-Publications/New-Majority-Diverse-Majority-Report-Series/A-New-Majority-2015-Update-Low-Income-Students-Now]]> 2017-03-20 17:03:19 UTC https://padlet.com/kthrailk/iy177vdnl8gk/wish/161257451 kthrailk https://padlet.com/kthrailk/iy177vdnl8gk/wish/161258096 http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/How-Poverty-Affects-Classroom-Engagement.aspx
6 bullet points that I would use to help negate the negative factors of poverty. 
* Implement brain breaks make sure recess/PE is part of their daily and weekly routine. Include proper nutrition - make sure students aren't hungry. 
* FOCUS all content areas around Literacy strategies and skills. Low SES students are typically far behind in literacy skills in particular vocabulary. 
*EFFORT - make sure you are creating a classroom environment that creates a sense of hope and optimism. Positive encouragement does not mean "going easy" on your students. 
* Growth Mindset - encourage hard work over "being smart" means you understand right away. Make sure as a teacher you implement a growth over fixed mindset. 
* Build strong relationships with your students. Often, students of low SES backgrounds have chaotic, absent or abusive family members/guardians/role models and teachers are one of the only stable adults in their lives. Strong relationships also encourage a background for student accountability they may not get at home. 
*Help students create a coping mechanism for DISTRESS. Make sure they know their proper resources outside school whether it be counseling, school resources or even state and federal programs that can help them with their situation. ]]> 2017-03-20 17:04:52 UTC https://padlet.com/kthrailk/iy177vdnl8gk/wish/161258096 kthrailk https://padlet.com/kthrailk/iy177vdnl8gk/wish/161258442 1. (problem) Teacher perceptions MATTER - research has shows that teachers who already have a defeatist attitude towards children's backgrounds (being low SES) and already have ideas such as, "well, that student has it hard at home"  actually predict the outcome of the student's success more than actual factors related to the impacts of low SES. Teachers often assume students who slouch, can't focus etc are lazy because their parents are lazy - this type of thinking negatively impacts a students ability to achieve.
Solution - Try to analyze your own preconceived perceptions of student's abilities unrelated to dress, income, race, and current ability level. Moving forward encourage and challenge these particular students the most and studies show teacher "self agency" greatly impact students performance.

2. (problem) Teacher perceptions of a lack of control and impact. Teachers in low SES schools or with individual low SES students often feel their administration and even their district don't allow their own decisions in dealing with the classroom climate and curriculum in their own way. Often, teachers would want to implement and address the realities of low SES factors in a beneficial matter instead of merely teaching content. This can be seen by teaching social graces, practices and skills that quit frankly higher SES students learn at home.

Solution - research shows teacher "self -agency" or feeling of control over their own curriculum and ability to integrate outside content area teachings vastly impact and increase teacher's sense of self-efficacy. Results show that higher teacher self efficacy translates to a lower feeling of a defeatist attitude towards lower SES students. ]]> 2017-03-20 17:05:40 UTC https://padlet.com/kthrailk/iy177vdnl8gk/wish/161258442 kthrailk https://padlet.com/kthrailk/iy177vdnl8gk/wish/161258501 1. Lack of resources (Books, people who read to them, field trips, class diversity of experiences particularly when the whole school population is low SES, staff, highly qualified teachers).
2. Lower Exposure to Vocabulary by as much as 40,000 words by the 4th Grade . Mainly caused by parents/family/guardians not reading to their children before Kindergarten at home
3. Poor Nutrition that leads to impacts on brain development
4. Lack of exposure students from low SES/poverty backgrounds are typically not exposed to a broader array of experiences, literacy opportunities and vacations/learning experiences.
5. Race and social capital - societal bigotry and belief in the inadequacies of certain classes of people due to their lack of social capital (think nice cars, books, vacations) can lead to feelings of inferiority in low SES students. Low self-esteem leads to lower academic confidence and success.

]]> 2017-03-20 17:05:48 UTC https://padlet.com/kthrailk/iy177vdnl8gk/wish/161258501 kthrailk https://padlet.com/kthrailk/iy177vdnl8gk/wish/161258551 1.  Encourage students with compliments based on achievement.
2. Introduce free events and activities happening outside school that relates to their interests or your content area.
3. Let any students who share distress with you what their resources and options are - particularly on site counseling, grant programs etc.
Explanations
1. complimenting achievement over clothes etc. allows students to associate positive growth with factors inside their control unlike expensive clothes, jewelry etc.
2. Often, low SES students don't get vacations and family "field trips" like trips to museums due to lack of time and money. Introducing free activities allows students to see that money is not always a hindrance to engagement in events in their communities. Also, a great means to relate that you know and encourage their interests.
3. You are not a therapist or mental health practitioner. However, relating resources to them is a positive way to encourage students to take advantage of free outlets for their distress or lack of resources. ]]> 2017-03-20 17:05:57 UTC https://padlet.com/kthrailk/iy177vdnl8gk/wish/161258551 kthrailk https://padlet.com/kthrailk/iy177vdnl8gk/wish/161261125 2017-03-20 17:12:46 UTC https://padlet.com/kthrailk/iy177vdnl8gk/wish/161261125 kthrailk https://padlet.com/kthrailk/iy177vdnl8gk/wish/161313888 It is reported that the majority (51%) of students in the United States are considered to be low-income. (NCES). SES stands for Socioeconomic Status and it is the sociological terms teachers and people who study the impacts of poverty use to describe the monetary "make-up" of a population -in this case student populations. Poverty is a huge problem facing American public schools and holds numerous repercussions for society, teachers and most importantly the students.

In 2012 it was reported that 46.5 million Americans are living in poverty. Poverty does not simply mean "middle class" but living below the poverty line. Below, is a link to how the US Census Bureau measures and defines the poverty line. As of 2015 Census data there are roughly 43.1 million Americans living in poverty according to more recent data. Overall, for a fully developed first world nation our student poverty rates are high.
http://www.commondreams.org/news/2012/05/30/unicef-us-among-highest-child-poverty-rates-developed-countries
Poverty - How is it measured? https://www.census.gov/library/visualizations/2014/demo/poverty_measure-how.html
2015 data: https://www.census.gov/library/publications/2016/demo/p60-256.html]]> 2017-03-20 19:39:19 UTC https://padlet.com/kthrailk/iy177vdnl8gk/wish/161313888 kthrailk https://padlet.com/kthrailk/iy177vdnl8gk/wish/161317056 https://www.census.gov/library/publications/2016/demo/p60-256.html]]> 2017-03-20 19:51:41 UTC https://padlet.com/kthrailk/iy177vdnl8gk/wish/161317056 kthrailk https://padlet.com/kthrailk/iy177vdnl8gk/wish/164493464 1. Compliment clothes, tech, or items owned by students.
2. Bring up aspects of your personal life like vacations, fancy restaurants or other activities you do that low SES students DUE TO THE FACT:
     1. probably don't experience and               2. Make them feel left out or sad  they can't/don't experience vacations and those activities.
3. Assume everyone from a low SES background  is impacted negatively in the same way from being low SES.
Explanations
1. Complimenting clothes is vapid for starters and emotional isolating for students who don't dress a certain way or can afford to dress nicely.
2. Obviously, taking a vacation and talking excessively about things you do in your personal life that's unrelated to content is inappropriate regardless but this is also something that leads to feelings of being "left out" of activities other students get to experience.
3. Generalizing your students is the opposite of seeing them as individuals with individual academic and personal struggles and areas for growth. Often, teachers can become mentally fixed into a sense of (like other articles mention in this presentation) helplessness. Generalizations aid in this lack of teacher self-efficiency and feeling of positive influence in students lives. ]]> 2017-04-03 23:15:35 UTC https://padlet.com/kthrailk/iy177vdnl8gk/wish/164493464