TEACHING WITH POVERTY IN MIND

UNDERSTANDING THE NATURE OF POVERTY

6 TYPES OF POVERTY

• Situational vs. Generational
• Relative vs. Absolute
• Urban vs. Rural

ACTION STEPS

• Deepen Staff Understanding
• Change School Culture-Pity vs. Empathy

HOW POVERTY AFFECTS BEHAVIOR AND ACADEMIC PERFORMANCE

EMOTIONAL AND SOCIAL CHALLENGES

• Social and emotional instability
• Daily with overwhelming challeges
• Brains have adapted to suboptimal conditions
• All undermining good school performance
• Create emotional dysregulation and social dysfunction

EMOTIONALLY HEALTHY CHILDREN HAVE:

• Strong, loving caregiver
• Safe, stable, predictable environments
• 10 to 20 weekly hrs. harmonious interactions
• Enrichment activities

THERE ARE HARDWIRED EMOTIONS

• sadness, joy
• disgust
• anger
• surprise
• fear

THERE ARE EMOTIONS THAT ARE TAUGHT

• humility, forgiveness,
• empathy, optimism,
• compassion, sympathy,
• patience, shame,
• cooperation, gratitude

CHILDREN RAISED IN POVERTY MORE LIKELY TO DISPLAY:

• Acting out, impatience, impulsivity
• Gaps in politeness and social graces
• A more limited range of behavioral responses
• Inappropriate emotional responses
• Less empathy for others misfortunes

ACTION STEPS

• Embody respect
• Embed Social skills
• Be Inclusive
• (model and teach these)

ACUTE AND CHRONIC STRESSORS

• children of poverty= greater stress
• struggle to meet daily needs & health needs
• stress related to abuse
• impacts attendance, attention,
• social skills, motivation, depression etc.

3 RELATIONAL FORCES THAT DRIVE SCHOOL BEHAVIORS

• The drive for reliable relationships
• The drive for social acceptance/belonging
• Quest for importance and social status

ACTION STEPS

• Recognize the signs
• Alter the environment
• Empower students
• Educate caregivers
• On site Health & Ed. services

EMBRACING THE MIND-SET OF CHANGE

CAN IQ CHANGE?

• IQ may be affected by:
• Early childhood experiences
• Home environment
• Amount of Schooling
• Nutrition/Excercise

NOT IN ACADEMIC OPERATING SYSTEMS

• *Love *duty *sacrifice
• *Fairness *Humor *kindness
• But crucial for success!

ACTION STEPS

• Invest in staff
• Support ongoing collaboration
• Encourage staff dialogue
• Gather quality data

SCHOOL-WIDE SUCCESS FACTORS

SCHOOLWIDE SUCCESS FACTORS

• Support the WHOLE child
• Hard Data
• Accountability
• Relationships
• Enrichment Mindset

ENRICHMENT MINDSET
Don't pity kids raised in poverty. Acknowledge the brain is designed to change from experiences, therefore if WE provide many positive, high-quality experiences, over time we will obtain positive change.

ACTION STEPS

• Survey your students' needs
• Include parents
• Provide Adult Support and Outreach
• Develop Community Partnerships

CLASSROOM-LEVEL SUCCESS FACTORS

SHARE/ ACTION STEPS:

• S- Standards Based Currriculum
• H- Hope Building
• A- Arts, Athletics, Advaced Placement
• R- Retooling of the Operating Systems
• E- Engaging Instruction

CHAMP

• C- Champion Mindset
• H- Hopeful Effort
• A- Attention
• M- Memory
• P- Processing

INSTRUCTIONAL LIGHT AND MAGIC

A DAY IN MR. HAWKINS'S CLASSROOM

• Before Class
• First 10 Min. of Class
• Core Class Time
• Last 10 Min. of Class
• ENRICHING MINDS, CHANGING LIVES