Teaching with poverty and equity in mind by

Chapter One: 3 things I learned about teaching students in poverty

phern4003 — 2025-06-01 01:00:35 UTC

Students in poverty have their cognitive, social and emotional well being being compromised due to the threats in their surroundings. These students can have struggles in school simply due to fight or flight mode and trauma from their home lives. (Jensen)

Students with chronic stressors in rough home lives are more likely to have behavioral issues, effects on their short and long working memory and little to no impulse control. (Jensen)

Having uncertified teachers in schools is actually having a negative effect on students motivation to learn and some to even bother graduating high school. (Jensen)

References:
Jensen, Eric. Teaching with Poverty and Equity in Mind. Alexandria, Va, Ascd, 2022.

Chapter One: 2 ways I can adjust my own teaching or school environment to make it welcoming for everyone

phern4003 — 2025-06-01 01:02:06 UTC

Chronic stressors in their home lives influencing my students capabilities to have good impulse control, good short- and long-term memory or behavioral issue (Jensen) makes a lot of sense in my title one prek3 classroom. I am understanding my students in a different light now. Instead of having cooling off time, I will set up a calming corner with intention this year. I will ensure my students have a space to take some quite time to rest their brains and bodies every day for a few minutes if they are feeling overwhelmed.

Lack of motivation in students can come from the lack of a positive role model in their life. (Jensen) Drive does not always have to come from family. We spend a lot of a student’s waking hours with them, five days a week. We know them, and how they are feeling. I will be sure to make my students know they are loved and welcome every day by taking time to create individual connections to each of them during fun time so when it’s time to work, they are excited to learn!

References:
Jensen, Eric. Teaching with Poverty and Equity in Mind. Alexandria, Va, Ascd, 2022.

Chapter One: getting the community to come together toward a plan for change

phern4003 — 2025-06-01 01:09:46 UTC

If my district were to be stronger about disclosing statistics of the levels of poverty these students were at, the community would have a better chance to come together for change. The town could host clothing donations drives, in garage sale style where there was no money involved but where families in need could go up to the tables of donated goods and pick things they made need for their babies.

Ensuring budget was allocated with the bill included of supplies for both students and teachers. Teachers are expected to foot the bill of all essentails that keep their classrooms running smoothly, but some families would love to donate if they know you needed it, but you're not allowed to ask? I think families should be your community, to help others and you as the teacher if you need it as well! Don't forget, as a teacher, to always do your best to help make a memory for a child by helping them.

Introduction

phern4003 — 2025-06-08 23:59:15 UTC

The introduction of the text book talks about how children of color and child in poverty get access to more under-qualified teachers with no state certification and some with non teaching degrees. Teachers need to be paid more to want to stay in the profession!