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Online June Volume 71 Making a Difference Pages Overcoming the Challenges of Poverty Julie Landsman Here are 15 things educators can do to make our schools and classrooms places where students thrive.
Last year, when I was leading a staff development session with teachers at a high-poverty elementary school, a teacher described how one of her kindergarten students had drifted off to sleep at his seat—at 8: She had knelt down next to the writing an educational leadership philosophy paper and began talking loudly in his ear, urging him to wake up.
Last night, there was a party at the place where he stays.
Maybe they could set up a couple of cots for homeless students in the office to give them an hour or two of sleep; this would yield more participation than shouting at children as they struggle to stay awake.
In a radio interview I heard, a teenage girl in New Orleans after Hurricane Katrina told her interviewer that she thought many people viewed poor families like hers as criminals.
Crying, she described how it felt when city officials blamed her family for the lack of food and shelter they experienced after the hurricane. For instance, in some schools I know of, when a student cannot pay for a reduced-price meal, the lunch is dumped into the trash in front of the entire school, humiliating that child.
The attitudes of policymakers also reflect a shift toward teaching students in differing ways depending on their economic status. Teachers often hear that poor kids come from violent, chaotic homes and that only regimented curriculums will allow them to succeed.
Although wealthier children are taught through a variety of approaches that emphasize developing the whole child, the emphasis for low-income children is often on developing obedience.
At the same time, many rural, urban, and suburban schools serving low-income students challenge such prescriptive teaching. They quietly provide, intellectually and materially, for high-poverty students. For instance, they create programs that arrange transportation for students to theaters, concerts, and museums.
Because Saturday and Sunday are two days of the week many poor children go hungry, some schools send kids home for the weekend with backpacks of food. They create a welcoming environment where even the poorest parents feel comfortable.
Teachers and administrators at these schools offer challenging instruction while simultaneously addressing basic needs. Here, gathered from schools that succeed with students living in poverty, are suggestions for how to manage that balancing act. What Teachers Can Do Make Time for Extras Can you create times for students to make up schoolwork, work on a project for history class, or just enjoy music and art?
Teachers in a building might coordinate to set times before and after classes during which a child with an unstable home life can use a computer or read in silence—and when teachers can give guidance and build trust. In one middle school where I worked, we let students spend their lunch hours with us, providing chess and checkers.
Tell Students to Ask for Help Spell out that you expect learners to come talk with you about a low test score, a comment on a paper, or their needs for resources. One teacher in a suburban high school assumed her students had access to the Internet and assigned work on the basis of that assumption.
When she found out that many students had no Internet at home, she organized time after classes for students to work on school computers—and transportation home—giving careful instructions about what she wanted from their time online.
A homeless girl may have lost a pencil in the trudge around the city finding a place for the night or left her homework in the office of a shelter. A boy may not be able to get his work done by the due date because he has no quiet place to concentrate. Use Visuals to Help Organize Assignments Students whose lives are chaotic need to be reminded of exactly what work is due and when.Leadership related research at Air University - selected papers below Hispanics: an Untapped Leadership Resource, AWC research paper ; Centralized Command - Decentralized Execution: Implications of Operating in a Network Centric Warfare Environment, AWC research paper ; Degree Feedback: Key to Translating Air Force Core Values Into Behavioral Change, AWC research paper.
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