Answer these questions from week five:
Pause and Reflect from page 96.
1. Why do you think it is so difficult for the schools to overcome the effects of poverty on the academic achievement for poor children?
2. What are the challenges of teaching poor children?
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15 comments:
I believe it is difficult for schools to overcome the effects of poverty on the academic achievement of poor children due to the many increasing challenges schools have had face in recent years. Administrators as well as educators have become overwhelmed and are in a "rut" that they can not seem to get out of, they are in some cases, simply going through the motions trying to survive.
With poverty on the rise across the nation it will only becoming more of a challenge to educate the children affected if changes are not made. In many schools lack of resources, parental involvement and knowledge of faculty and staff of which students to help and how to help them, prevent any progress from being made. I can speak from my own experience and that of close teacher friends that the eagerness and willingness to help students in need can only take you so far. In many cases families are to ashamed to ask or receive help and the need is much too great. I believe that school systems are going to have to come up with a better plan and range of resources to help these children, free and reduced lunches are not the only resources these families need. I also believe that teachers need to be trained on being more sensitive and aware of these children, not to say that they should not be held to the same standards of other children, but compassion and understanding can go a long way.
Susan Hutchens
The challenges of teaching poor children include lack of resources and parental support. Educating a poor child can also be challenging because too often teachers only have one parent to whom they can communicate. This can be a challenge because many times these parents are working during the day and may not always have access to a telephone or reliable transportation making parent conferences difficult. Transportation may also be a challenge for the student, resulting in numerous absences and causing the child to fall behind in class. Building trust with students and be another challenge for teachers of poor children. Many of these children come from broken homes and are reluctant to trust or become attached to any adult,many of them also carry around the burden of knowing their parents are struggling to pay bills or to find work causing them to isolate themselves from others.
Susan Hutchens
September 24, 2008
Pause and Reflect/ P. 96
#1
There is a stigma attached to being impoverished. The students may feel shame and not be as comfortable in sharing the needs that they have. In not conveying such needs, whether it is hunger resulting from lack of food in the home or lack of proper school supplies, the student’s academic achievement could suffer.
An impoverished student, with survival as a motivating force, may have the wellbeing of family as priority instead of school. Being, possibly, consumed with the immediate issue of acquiring basic necessities, there may be little time or energy to spend on assignments. Entering the workforce may have some appeal for the older student, in such a situation, even at the expense of not completing school.
#2
A teacher will be challenged to encourage students to be accepting of the diversity of backgrounds of fellow students. It will be necessary for the teacher to perpetuate an environment that acknowledges the character and value of the individual student without regard for their socioeconomic status. It will be critical for the teacher to display no bias or partiality or even higher expectations for students from one background rather than another.
The impoverished student will need the encouragement from the teacher to dedicate himself to his studies while acknowledging the additional effort that is required. It will require an emotional investment to see that the appropriate tools are not just handed to the student, but to assure that he stays the course to know how to apply them. The challenge may be in changing the student’s mindset to value education as a prerequisite for a brighter future.
Each day is new. Sarah
Susan,
I believe you have hit on a vital element in the concept of overcoming the effects of poverty on the academic future of students. The community involvement and its willingness to provide resources are key. Drawing from my past experience in social work, I think that solicitation of assistance from the community and networking with local businesses can prove beneficial in relieving some of the financial burdens and stresses of the families with school age children. The development of an organized longterm effort would require the support of administration, as well as the community. The establishment of "P.I.E. Partners" on the local level is similar but not directed at the same difficulties nor is it on the scale of what would be necessary. Educating teachers about availability of, referral processes to, and networking with established agencies and programs that are already in existence is also an option. I firmly agree that an effort to see a child through to academic success does require an emotional investment...much more with the student dealing with difficult social problems.
Each day is new. Sarah
#1
The development of human potential when you live in poverty is difficult if not impossible. We as educators must be prepared to deal with their social and emotional dilemma’s that have them turning away from education.
When we look at their environment the people with nice automobiles and large amounts of money are the gang members and drug dealers, neither is educated. The grandparents, parent (s), and older siblings are uneducated. Who is the person to provide them with interpersonal, maturation and emotional growth?
The largest percentage of these children dwell in a single family household and can not afford school clothes nor supplies, they are neglected and/or abused, many are addicted to some form of substance. We as educators need to work collaboratively with parents to shape the mindset of this fallen generation of children, by building a climate of learning which fosters their acceptance and diversity.
#2
There are many challenges in teaching children that live in poverty. These children have lost the zeal to learn. We as educators need to provide an educational community that would be creative, innovative and challenging. We need to promote a team-building attitude that would act as a safety net for those that stumble and fall.
We must teach these children conflict resolution while establishing a rapport with them. This is needed to ensure we will be laying a strong foundation. We need to demonstrate a commitment to them by seeking various ways to tune in to their unique styles of learning without becoming cynical. We must realize that they are notable and with support they to can become productive students within the classrooms and become eager to learn.
I look forward to your feedback
Brenda Anderson
Hey there Susan!
I total agree with your second observation, but I have several questions concerning your first observation. I wanted to make sure I understood what you had stated. Are you saying that because educators are in a rut that these children should be thrown by the wayside? If the teacher you spoke of knows that a child needs extra help, what steps have they taken to alleviate the problem so that the child has an equal opportunity to succeed? And if you were that child’s teacher, how would you rectify the dilemma we all agree is pegging our school system daily?
Sarah,
I agree with both of your observations, if more teachers realized the impact that they have on impoverished student’s we would have an outstanding school system. But how many teachers take time out? They watch the clock more than the students. (LOL)
I look forward to your feedback
Brenda Anderson
Sarah,
You make a good point about the students feeling shameful and the bias of teachers. As I read your blog I was reminded of a girl in my sixth-grade class, one day when we were turning in permission slips for a field trip and one girl had said to the teacher that her parents had told her she could not go, the teacher ( in front of several students standing around) asked if it had to do with money. She asked in a sympathetic tone and was not intentionally trying to embarrass the student but I can remember th the look on the girl's face "everyone knew she was poor." I think that sometimes teachers can be more discriminating than students mainly because it may not be on purpose. When I was in school most of the "lower-income" students stood out and over time I think teachers loose or forget their ability and obligation to be confidential and tactful.
Susan Hutchens
Hey Sarah,
I am not saying that at all. I was simply saying that overwhelming challenges has probably been the cause of lack of change. I certainly don't think that any child should "fall to the wayside" that is why I am going into Special Education. The example I was trying to give was of several teachers I know that have tried to build relationships with students and their families to provide them with assistance. Several of these teachers have had great progress in helping these children succeed in school and at home, but on the other hand many parents do refuse help and their unwillingness to help themselves in some cases, keeps them and their children in their current situation.
Susan,
In reading the last blog entry (that I am under the impression you wrote) I realize that you had attributed a previous blog entry to me. I actually had not written that entry. I believe it was a two part blog that was only signed at the end of the second part. Perhaps you believed it to have been mine because I was addressed in the second part.
I believe that everyone conveyed very good points and certainly presented opportunity for further thought. The ultimate questions are: what is the impact on the student and his success and what is our role?
Each day is new. Sarah
Susan,
I can sense the compassion in your blog entry when you told about the child in your sixth grade class. I suspect that most all of us, regrettably, at one time or another, have been among the "have nots" instead of the "haves". At that place in time, with the concerns of basic needs being paramount, it is very difficult to focus on education.
Most of you know that I have a background in social work. I have worked with different oppressed populations. Empathy goes a long way. You are right. If we can remember that moment or season when we felt that concern, we can possibly meet the child at their place of need with compassion and the appropriate methods. (I am curious if the child in your story ended up going on the field trip.)
Each day is new. Sarah
I believe there are several factors that make it difficult for schools to overcome the effects of poverty on academic achievement. First, no matter what the child is exposed to at school, they still have to go home to the same people that influence them on a daily basis. Most people living in poverty are not well educated and do not value the importance of a good education. These are also the people we as teachers expect to sit with the child and help them with homework or assignments that we give. Often they are unwilling or unable to share the responsibility of educating the child with the school.
I think the biggest challenges to educating poor children are the lack of parental involvement / ability and the stress that comes along with living in poverty. I argued the point of parental involvement, or lack thereof, and the effects it has on education in the first paragraph. However, I did not discuss the stress that comes along with children living in poverty. To put it simply, it is hard to educate a child whose basic needs are not being met at home. In some cases, the meal a child gets at school is the only good meal a child has all day. We put a lot of emphasis on providing a good environment at school for learning, but we can't dictate the environment the child sees at home and, many times, this environment in an impoverished home is not good for a child's development.
David Perry
#1
Teaching children who are impoverished is not an entirely new problem for educators. In the history of education poverty has always been a factor. Today although we see other outside factors competing with education to grasp the impoverished child. The emphasis has shifted from using academics as a way out or poverty. Survival plays a large factor in this situation. When competition for the basic food, shelter and clothing, comes up against education today it is met with resistance. Many families are forced to make choices that are tough for academics to thrive or even survive. Our society has offered "other options", drugs, crime, and the view from the media aimed at telling us we deserve it all, but fail to tell us how we are going to get it. This shows up in our children where it is more important to have the right shoes and the latest audio/video gadget than a good report card. Education has a hard time competing in this global market of instant gratification. Education is a process that takes time and effort before the rewards show up or "show off".
I understand that his view does not apply to all poor. There are families struggling with divorce, economic issues, illness, and generational poverty who are striving to educate their children and circumstances are stacked against them. As educators, we must continue to strive to put the value of education back in the classroom.
#2
The challenges of teaching the poor go far outside the parameters of education. Understanding your students is a beginning. Compassion for their situation will enable you to focus on how can I help "this" child. Resources from community groups can help, but they are no replacement for a sincere caring teacher. The student must know that the classroom is a safe place for them and free of socioeconomic bias. The teacher must understand all the stress associated struggling and provide a place where that child. regardless of his situation, will feel safe to be successful. This is easily "said" but in today's society and schools harder to find. The challenge still falls to the individual teacher in the end.
Ann HItchon
I wanted to respond to Susan's answer to the second question. I also mentioned the stress that many impoverished children face on a daily basis, but one word in your response really helped me put this stress in perspective. Many of these children are carrying around the "burdens" of their parents' responsibilities. Children should not have to worry about how the bills are going to be paid, but often the children feel it more strongly than their parents do because they don't have as much experience with "being behind" and they are unsure of how things are going to work out. With the economy in the sad shape that it is now, we can expect the children we teach to feel this "burden" more strongly and more often than ever before.
David Perry
I agree with all the positions that have been presented. This goes to prove that teachers that teach impoverished children face trememdous challenges. I tend to agree with Sarah and David about the greatest challenges. The stigma of being poor today has widened the gap and made these children harder to reach. Also the lack of parental involement, is a tough obstacle. The child whose parents are not able to support these children for whatever reason will certainly have no other resources if teacher invlovement does not exist. I certainly hope any "rut" or overwhemed teachers will did deep down to reach out the these children, I see them each day and I also see teachers making a difference to these children.
Ann Hitchon
Group,
I tried to answer both questions in my response above. I didn't separate the two answers well, but I trust you can find them both. Sorry.
David Perry
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