Teaching with Poverty (The Impact and Strategies) (July 2014)

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  1. 1. Teaching with Poverty: The Impact and Strategies By: Matt Bergman
  2. 2. Essential Questions for Today: What is poverty? How does poverty impact our classrooms? What strategies can we use to overcome the challenges of poverty in our classrooms?
  3. 3. How would you define the term poverty? Poverty is the extent to which an individual does without resources. Chronic condition that results from multiple adverse risk factors and affects the mind, body, and soul.
  4. 4. Approximately how many million Americans are living in poverty according to the US Census Bureau? A.32 B.35.9 C.46.3 D.49.2 % of Americans Living in Poverty Source: US Census Bureau
  5. 5. TURN AND TALK about the impacts you see poverty having on your school Lack of motivation Cognitive lags Chronic tardiness Inappropriate behavior Lack of parental involvement High transience rates
  6. 6. How Poverty Occurs Situational Generational Absolute Relative Urban Rural SOURCE: Jensen, E. (2009). Teaching with poverty in mind. United States: ASCD.
  7. 7. Poverty can be situational a sudden crisis emerges (health issue, job loss, divorce). According to research, we know that many of our students living in poverty come from unstable situations. A.Generational B.Situational C.Relative D.Absolute
  8. 8. Although rare in this country, it does occur in many parts of Appalachia. Families face the struggle of day to day survival, often struggling to find shelter, food, and running water. A.Generational B.Situational C.Relative D.Absolute
  9. 9. A type of poverty based on the economic status of a family who meets the poverty thresholds set by the government. A.Generational B.Situational C.Relative D.Absolute
  10. 10. In the United States, families with income less than that deemed sufficient to purchase basic needsfood, shelter, clothing, and other essentialsare designated as poor. In 2011, what was the poverty threshold of a family of 4? A. $13,243 B. $23,018 C. $29,209 D. $32,304 SOURCE: Jensen, E. (2009). Teaching with poverty in mind. United States: ASCD.
  11. 11. Type of poverty where two or more generations of a family are living in poverty. They are often not equipped with the tools to move out of this type of situation. A.Generational B.Situational C.Relative D.Absolute
  12. 12. Other types of poverty
  13. 13. According to the US Census Bureau, what is the fastest growing form of poverty? A.Rural B.Urban Source: William P. O'Hare, The Forgotten Fifth: Child Poverty in Rural America (2009).
  14. 14. One-Size Does Not Fit ALL!
  15. 15. Graffiti Activity: Think about our students. 1. What positive things do you HEAR them say? 2. What negative things do you HEAR them say? 3. What positive things do you SEE them do? 4. What negative things do you SEE them do? 5. Where do you SEE them succeed? 6. Where do you SEE them fail? 7. What positive things do they FEEL about themselves? 8. What negative things do they FEEL about themselves?
  16. 16. What I See
  17. 17. How would you describe the follow about where many kids from poverty come from? Emotional Environment Less likely to receive positive reinforcement More likely to have difficulty forming positive relationships Turbulant relationships Support Systems Less-supportive networks Mistrust of adults Rely on peers more for social and emotional support Often live in chaotic, unstable, single-parent households
  18. 18. Students demonstrating Irresponsible Behavior DO NOT see the school responding to these needs. 1. Authoritarian 2. Undemocratic 3. Uncaring 4. Rules are designed for the convenience of teachers and administrators
  19. 19. We cannot assume! Jensen states that discipline issues can often arise when teachers expect more than students are capable of on an emotional level Develop self-regulation
  20. 20. Strategies for Developing Self- Regulation and Reducing Discipline Problems
  21. 21. 1. Norming Activity Step 1: Think about a time when you were in a group that worked really well. Step 2: Think about a time when you were in a group that did not work well. Step 3: Share with a partner Step 4: Partners share with another pair Step 5: Open up for discussion
  22. 22. 2. Build Relationships! "No significant learning occurs without a significant relationship." James Comer (1995) Dont want to be called-out in front of class Mistrust of adults Relationships with peers most important relationships
  23. 23. Rage Uncontrollable anger Cannot be tolerated inside or outside of school Anger Mid-level negative feeling Different than annoyance, b/c of desire for retribution Annoyance Low level of anger that will dissipate once the stimulus disappears. 3. Teaching Students How to Recognize and Manage Anger
  24. 24. Subjective Unit(s) of Distress System Verbal instrument measuring ones internal level of discomfort at any moment 0 to 10 0 to 100
  25. 25. What I See
  26. 26. Martha Farah Destroys cognition
  27. 27. According to the Infant Health and Develop Program show that at least __ % of children living in chronic poverty had deficiencies in at least 2 areas of functioning (i.e. language, emotional responses, etc.) a.17 b.26 c.32 d.40 Like acid, stress corrodes the brains circuitry and can disrupt growth or damage brain (Smith, 2009).
  28. 28. How does poverty impact students? Studies Have Found Students in Poverty Often have delayed language and cognitive skills Lower literacy rates Poor numeracy skills Higher rates of behavioral and emotional disorders Higher percentage needing Special Education services
  29. 29. How do our students react when things get too hard?
  30. 30. Are you teaching cognitive skills? According to Jensen (2014), students who struggle with reading, math, and following directions may have weak vocabulary, poor working memory, or poor processing skills. Ferguson (1998) found that high- performing teachers can overcome the problems of underperforming students Like effort, cognitive capacity is teachable (Jensen, 2014)
  31. 31. How are you teaching cognitive skills? Focus on the core academic skills that students need the most. Begin with the basics, such as how to organize, study, take notes, prioritize, and remember key ideas. Then teach problem-solving, processing, and working-memory skills (Jensen 2014).
  32. 32. 1. Creative Ways to Communicate Goals http://www.voki.com/pickup.php?scid=6860631&height=400&width=300
  33. 33. 2. Creative Note Taking in Dr. Roses Class
  34. 34. 3. Are they really listening? Directions: 1. Open up a _______ 2. Answer the following question: What were the main ____ of the ______? 3. Save your file as __________ 4. When you are finished you will __________.
  35. 35. 4. Are your students setting goals?
  36. 36. What I See
  37. 37. 4 Corner Trivia
  38. 38. Satisfaction or pleasure felt at someone else's misfortune. A. Schadenfreude B. Hegemony C. Fugacious D.Somnolent
  39. 39. Usual, everyday, or customary. A.Peripatetic B.Quotidian C.Bricolage D.Antediluvian
  40. 40. Old fashioned, out of date, obsolete. A. Somnolent B. Fugacious C. Antediluvian D.Parsimonious
  41. 41. The achievement gap is largely a vocabulary gap. According to Marzano
  42. 42. Many vocabulary terms that students dont know based on their experiences Words heard by age 4 (in millions) 13 26 46 Poverty Middle Upper-Income (Hart & Risley, 1995)
  43. 43. Research has shown that vocabulary Learning Memory Cognition
  44. 44. How do you choose words to pre-teach and emphasize? Tier 3 Domain Specific Tier 2 General Academic Tier 1 Everyday words that we use Beck, I.L., McKoeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.
  45. 45. 1. Incorporate vocabulary into the fabric of daily instruction Multiple opportunities 6 meaningful interactions
  46. 46. 2. Games with Flashcards Bingo Battleship Categories
  47. 47. BINGO
  48. 48. Battleship
  49. 49. 3. Flocabulary https://www.flocabulary.com/1-that-monkey/
  50. 50. 4. Reviewing Vocabulary Game (Denver, CO)
  51. 51. 5. The Power of Technology https://www.movenote.com/v/SwcKNJous1OtQ
  52. 52. 6. Word Walls 1.Word Splashes 2.Categorizing different words 3.Fly Swat Game
  53. 53. What I See
  54. 54. The Matthew Effect Keith Stanovich
  55. 55. Lack of Enrichment at Home Fewer books at home More time watching TV Strain of single- parenthood correlates with: Poor school attendance Lower grades Lower chances of attending college 36% of low income parents read daily to their kindergarten aged child. SOURCE: Jensen, E. (2009). Teaching with poverty in mind. United States: ASCD.
  56. 56. Many vocabulary terms that students dont know based on their experiences Reading and reading comprehension difficult Introducing concepts and lack the background knowledge
  57. 57. What can we do? Provide access to a variety of reading materials Opportunities to read in school Supports in place Reading through a social lens
  58. 58. 1. Variety of Materials in our Classroom
  59. 59. 2. Opportunities to Read in School
  60. 60. 3. Supports in Place
  61. 61. 4. Reading through a Social Lens
  62. 62. 4 As Model: What assumptions does the author make? What do I agree with from the text? What do I argue with from the text? What do I want to aspire to from the text? www.nsrfharmony.org/protocol /a_z.html
  63. 63. Dice as a Discussion Tool?
  64. 64. What I See
  65. 65. How would you critique this job interview garb?
  66. 66. Why