In chapter one of Teaching with Poverty in Mind, Eric Jensen goes into detail about his views of poverty. He feels that poverty is "a chronic and debilitating condition that results from multiple adverse synergistic risk factors and affects the mind, body, and soul" (Jensen 6). He then goes on to break down poverty into categories: situational, generational, absolute, relative, urban, and rural. Some of the effects of such a debilitating condition include emotional/social challenges, acute/chronic stressors, cognitive lags, and health/safety issues, according to Jensen (7).
A lower self-efficacy seems to be a key component to the educational development of these students. They are poor performers. They do not feel adequate in the social or academic environment that school places them, and they often struggle maintaining relationships and acting in accordance with cultural boundaries and rules.
While the author does not get into answers to these problems in chapter one, he does point out two "action steps" (Jensen 11). These steps are: deepening staff understanding and changing the school culture from pity to empathy.
I feel one key factor in this chapter is the author's use of empathy and sympathy. To often these terms are confused and their meanings differ vastly. To sympathize with a person or group is to agree with their situation and/or response to a situation. However, this differs to empathy which is a passionate understanding of the factors that could lead to a persons behaviors/decisions. To be empathetic does not mean one condones the actions of another. We should not expect any less from our poverty stricken youth. They need rigorous and relevant instruction as much as any child. Understanding ones plight does not equate to the condoning of self-deprecating behavior.
Monday, December 20, 2010
Friday, December 17, 2010
A Whole New Mind - Chapter 6
In chapter 6, Mr. Pink illuminates one of the aptitudes of the right-brained thinking he's proposing. Symphony, the ability to put together the pieces, synthesize rather than analyze. Composers and conductors were the inspiration for the title of this aptitude, they need the ability to put pieces of the orchestra together to create a pleasing sound. Symphony is personified in The Boundary Crosser, the Metaphor Maker, and the Inventor.
Symphony is described as largely about relationships. People "must know how to link apparently unconnected elements ..." and "... become adept at analogy" to be successful in this new Conceptual Age.
We knew this already, being able to discern patterns and use them to solve problems is one of the essential skills we teach our students. We know that it's an important life skill. We don't put quite as much emphasis on it as Mr. Pink does, using the constant threat that all the analytical jobs are being outsourced or automated. This threat becomes stale and cold by the end of the chapter, sounding like a fanatical mantra more than sage advice.
Being able to synthesize is important, but not at the expense of analyzing the pieces. How are you supposed to put pieces together if you don't understand all the pieces to begin with? I agree that this aptitude is important and will be useful in life. I do not agree, however, with the author's hierarchy and where he places such skills.
Symphony is described as largely about relationships. People "must know how to link apparently unconnected elements ..." and "... become adept at analogy" to be successful in this new Conceptual Age.
We knew this already, being able to discern patterns and use them to solve problems is one of the essential skills we teach our students. We know that it's an important life skill. We don't put quite as much emphasis on it as Mr. Pink does, using the constant threat that all the analytical jobs are being outsourced or automated. This threat becomes stale and cold by the end of the chapter, sounding like a fanatical mantra more than sage advice.
Being able to synthesize is important, but not at the expense of analyzing the pieces. How are you supposed to put pieces together if you don't understand all the pieces to begin with? I agree that this aptitude is important and will be useful in life. I do not agree, however, with the author's hierarchy and where he places such skills.
Thursday, December 16, 2010
Poverty-Ch. 6
The final chapter of the book follows our hero to the completion of his journey as a successful differentiator. The strange title of Instructional Light & Magic, while remeniscent of Lucas, does nothing to entice the interested reader, as it is frustrating to a teacher to read how a fictional teacher magically is a master at his craft after studying the idea in this book. I found myself wanting to throw my book at Veteran Teacher Chris Hawkins rather than wanting to take a page out of his.
However, after reading A Day in the Life of Mr. Hawkin's Classroom, I have decided that this book has failed merely in the same way as most other educational books fail. Rather than giving specific idea and grade-level or even subject approaches to change, we are given a snapshot of how it might be done in a completely other setting, and then told to go and do it in our own. Perhaps if I was Veteran Teach Chris Hawkins, I might have specific ideas on the approaches I might take and choose few things each week/month/year to incorporate until I felt that my new classroom resembled what it ought to. As a teacher in the real world, the very idea of overhauling every moment in my classroom into a new one with no explicit plans or suggestions on how to do so is laughable. Or is it deflating?
The chapter breaks Mr. Hawkins day (was anyone else completely frustrated at the approach to this book??) into segments where we see glimpses of things he does with surprisingly little detial considereing we are supposed to be following his example. The following is a list of the segments along with some choice "activities".
1. Before class: He listens to music that puts him in a good mood so he can then be in a better place to put his students in a good mood. Perhaps we can play calming or soothing music as the students come in in the morning. This might give them a reason to be shouting, as now they have something to be shouting over.
2. The first 10 minutes of class: Students sit with their teams where they sing their team song, do their team cheer, and keep track of their progress on their team chart on the wall, and follow rules for points to win absolutely nothing but bragging rights. Yes, I can see this as a stragetgy... for first graders...maybe...well maybe not.
3. Core class time: Now that the fun is over, the class begins. But is the fun really over? Not according to Mr. Hawkins who now uses dripping sarcasm and physical response activities to interest his students. For those hyperactive teenagers just set loose in the room? Simply take one minute of mediaitation and deep breathing and they will be putty in your hands. I don't know about Mr. Hawkins but I feel like this should come with a "Don't try this at home" label. Have you ever tried to lead a class of overexcited teenagers in deep breathing after a physical activity and had them instantly calm down? Anyone?
Last 10 minutes of class: According to the book, Mr. Hawkins "wisely" sets this time aside for things like recitation, cleaning up (what have you been doing in a room that takes 10 minutes to clean up?), or a mental practice, such as picturing success, which the book assures us is not "New Age". Thank you for clearing that up, I was worried!
OK in all seriousness, as great as this book was, and as important as these things are to a poverty-stricken child, where is the practical solution? I think these students need early intervention, and I'm not talking academically. Afterschool is great in middle school, but they need to be staying after from grade 1, and not just because there's no one at home to watch them. They need to be doing these types of activities and learning those skills they need like team-building, striving toward success, and interacting well with both peers and authority figures. We don't need to be told that children in poverty need help, we're already onboard with that!
However, after reading A Day in the Life of Mr. Hawkin's Classroom, I have decided that this book has failed merely in the same way as most other educational books fail. Rather than giving specific idea and grade-level or even subject approaches to change, we are given a snapshot of how it might be done in a completely other setting, and then told to go and do it in our own. Perhaps if I was Veteran Teach Chris Hawkins, I might have specific ideas on the approaches I might take and choose few things each week/month/year to incorporate until I felt that my new classroom resembled what it ought to. As a teacher in the real world, the very idea of overhauling every moment in my classroom into a new one with no explicit plans or suggestions on how to do so is laughable. Or is it deflating?
The chapter breaks Mr. Hawkins day (was anyone else completely frustrated at the approach to this book??) into segments where we see glimpses of things he does with surprisingly little detial considereing we are supposed to be following his example. The following is a list of the segments along with some choice "activities".
1. Before class: He listens to music that puts him in a good mood so he can then be in a better place to put his students in a good mood. Perhaps we can play calming or soothing music as the students come in in the morning. This might give them a reason to be shouting, as now they have something to be shouting over.
2. The first 10 minutes of class: Students sit with their teams where they sing their team song, do their team cheer, and keep track of their progress on their team chart on the wall, and follow rules for points to win absolutely nothing but bragging rights. Yes, I can see this as a stragetgy... for first graders...maybe...well maybe not.
3. Core class time: Now that the fun is over, the class begins. But is the fun really over? Not according to Mr. Hawkins who now uses dripping sarcasm and physical response activities to interest his students. For those hyperactive teenagers just set loose in the room? Simply take one minute of mediaitation and deep breathing and they will be putty in your hands. I don't know about Mr. Hawkins but I feel like this should come with a "Don't try this at home" label. Have you ever tried to lead a class of overexcited teenagers in deep breathing after a physical activity and had them instantly calm down? Anyone?
Last 10 minutes of class: According to the book, Mr. Hawkins "wisely" sets this time aside for things like recitation, cleaning up (what have you been doing in a room that takes 10 minutes to clean up?), or a mental practice, such as picturing success, which the book assures us is not "New Age". Thank you for clearing that up, I was worried!
OK in all seriousness, as great as this book was, and as important as these things are to a poverty-stricken child, where is the practical solution? I think these students need early intervention, and I'm not talking academically. Afterschool is great in middle school, but they need to be staying after from grade 1, and not just because there's no one at home to watch them. They need to be doing these types of activities and learning those skills they need like team-building, striving toward success, and interacting well with both peers and authority figures. We don't need to be told that children in poverty need help, we're already onboard with that!
Chapter 4: Schoolwide Success Factors
Poverty creates negative changes in the brain which leads to low classroom performance. With the right strategies, we can improve cognitive capacity and sometimes even improve IQ. High achieving schools may SHARE!
Support the Whole Child (S)
Until schools find ways to address the social, emotional and health related challenges of our students, academic excellence is an unlikely goal. For example, students cannot function academically when they need food, shelter, medical care and do not feel safe. Could something as simple as offering them a snack take away the hunger distraction? If they are worrying about where they will live next week, is school really important to them today?
Hard Data (H)
When creating data reports, not only should we set up data bases and hold regular meetings, but gather data to answer 3 core questions.
1) How are we doing, generally and specifically?
2) To what degree are we serving the needs of all students?
3) What are we good at, and where do we need help?
Collecting Data:
1) Develop criteria for the data you need.
2) Gather only the data that you need. (Do not overwhelm the staff with tables of information, but present it in a clear visual form.)
3) Develop and apply the data.
*Find areas of lowest performance.
*Work with staff to find better ways of teaching skills
* Create a specific plan
Accountability (A)
Increase teacher control and authority:
(budget, personell, staff development, and decision making)
Redesign staffing roles: Provide teacher support services and common planning.
Relationship building (R)
Student/Peers
Staff/Staff
Caregivers with their children
Teacher/Students
Children in poverty may feel embarrassed, bullied or picked on. They may feel ignored and act out for attention with negative behaviors. Try not to take these behaviors personally. Studies show students are less likely to drop out of school if they feel a positive bond with teachers and others at school. Maintaining a positive relationship with students not only helps improve self-esteem, but helps them feel accepted for who they are. They perceive themselves as better students and improve academically. Find ways to find out how your students feel about themselves, possibly develop a survey.
Enrichment mind set: (E)
Enrichment, not remediation. Foster curiosity, social bonding and get them engaged!
Create a strong environmental message: (scenery, fresh air, etc.)
Encourage healthy eating (inform parents about quality foods, not quantity)
Mistakes high-performing schools never make.......
1) Overdoing pep-talks
2) Planning endlessly-don't over do it!
3) Putting staff last:
(compliment, be positive, listen, brainstorm ideas together)
4) Create a climate of fear:
(let them step outside the box, cut teachers slack, when needed, celebrate)
5) Measure improvement solely through test scores. (No!No!)
(morale and vibes of students and staff matter)
6) Treat symptoms, not causes:
Ex: A reading program may help the symptoms, but making more books available for students to take home may help the causes.
7) Count on Big Wins Quickly:
(Make small changes within reasonable time frames)
Poverty creates negative changes in the brain which leads to low classroom performance. With the right strategies, we can improve cognitive capacity and sometimes even improve IQ. High achieving schools may SHARE!
Support the Whole Child (S)
Until schools find ways to address the social, emotional and health related challenges of our students, academic excellence is an unlikely goal. For example, students cannot function academically when they need food, shelter, medical care and do not feel safe. Could something as simple as offering them a snack take away the hunger distraction? If they are worrying about where they will live next week, is school really important to them today?
Hard Data (H)
When creating data reports, not only should we set up data bases and hold regular meetings, but gather data to answer 3 core questions.
1) How are we doing, generally and specifically?
2) To what degree are we serving the needs of all students?
3) What are we good at, and where do we need help?
Collecting Data:
1) Develop criteria for the data you need.
2) Gather only the data that you need. (Do not overwhelm the staff with tables of information, but present it in a clear visual form.)
3) Develop and apply the data.
*Find areas of lowest performance.
*Work with staff to find better ways of teaching skills
* Create a specific plan
Accountability (A)
Increase teacher control and authority:
(budget, personell, staff development, and decision making)
Redesign staffing roles: Provide teacher support services and common planning.
Relationship building (R)
Student/Peers
Staff/Staff
Caregivers with their children
Teacher/Students
Children in poverty may feel embarrassed, bullied or picked on. They may feel ignored and act out for attention with negative behaviors. Try not to take these behaviors personally. Studies show students are less likely to drop out of school if they feel a positive bond with teachers and others at school. Maintaining a positive relationship with students not only helps improve self-esteem, but helps them feel accepted for who they are. They perceive themselves as better students and improve academically. Find ways to find out how your students feel about themselves, possibly develop a survey.
Enrichment mind set: (E)
Enrichment, not remediation. Foster curiosity, social bonding and get them engaged!
Create a strong environmental message: (scenery, fresh air, etc.)
Encourage healthy eating (inform parents about quality foods, not quantity)
Mistakes high-performing schools never make.......
1) Overdoing pep-talks
2) Planning endlessly-don't over do it!
3) Putting staff last:
(compliment, be positive, listen, brainstorm ideas together)
4) Create a climate of fear:
(let them step outside the box, cut teachers slack, when needed, celebrate)
5) Measure improvement solely through test scores. (No!No!)
(morale and vibes of students and staff matter)
6) Treat symptoms, not causes:
Ex: A reading program may help the symptoms, but making more books available for students to take home may help the causes.
7) Count on Big Wins Quickly:
(Make small changes within reasonable time frames)
Wednesday, November 24, 2010
Chapter 5 Classroom-Level Success Factors
The focus for this chapter is simple: it's not how much you do; it's what you do, and for how long.
The earlier chapters were looking at schools. This chapter focuses on the classsroom. It talked about the classroom-level SHARE factors.
*S tandards-Based Curriculum and Instruction.
*H ope Building.
*A trts, Athletics, and Advanced Placement.
*R etooling of the Operating System.
*E ngaging Instruction.
Standards-Based Curriulum and Instruction:
Alot of this information is what we already know as teachers. It talked about aligning curriculum and instruction with state standards. The action steps that they mentioned sounded alot like project based activities. It talked about creating plans which differentiate instruction,supplemennted by other forms of support that help students perform to the level of standards. It suggested breaking down standards to daily objectives. Using pre -assessments and adjusting your lesson plans as needed.
Hope Building:
Bottom line kids that are hopeful try harder, persist longer, and ultimately get better grades. Kids in poverty have a hard time feeling hopeful. We need to help them set goas and take self inventories. Biggest point " Hope changes brain chemistry, which influences the decisions we make and the actions we take. Hopefulness must be pervasive, and every single student should be able to feel it, see it, and hear it daily."
Arts, Athletics, and Advanced Placement:
"The arts and a challenging curriculum enhance essential learning skills and cognition, whearas sports, recess, and physical activity increases neurogenesis and reduce kid's chance for depression" That statement sums up the chapter. We need to challenge students and encourage them to get involved in extra curricular activities. There are a lot of studies that show that kids involved in these activities achiever higher.
Retooling of the Operating System:
The retooling mean giving students "upgrades" in memory, attention, processing speed, and sequencing skills (Shaywitz et al., 1998) as well as in perceptual-motor skills, suditory processing, voilition, and problem-solving skills.
Engaging Instruction:
Again this is someting I hope we all do. It reminded us how important it is to develop lesson plans that include our students interests. We need to take think about our audience not just the material when we are developing lessons.
The earlier chapters were looking at schools. This chapter focuses on the classsroom. It talked about the classroom-level SHARE factors.
*S tandards-Based Curriculum and Instruction.
*H ope Building.
*A trts, Athletics, and Advanced Placement.
*R etooling of the Operating System.
*E ngaging Instruction.
Standards-Based Curriulum and Instruction:
Alot of this information is what we already know as teachers. It talked about aligning curriculum and instruction with state standards. The action steps that they mentioned sounded alot like project based activities. It talked about creating plans which differentiate instruction,supplemennted by other forms of support that help students perform to the level of standards. It suggested breaking down standards to daily objectives. Using pre -assessments and adjusting your lesson plans as needed.
Hope Building:
Bottom line kids that are hopeful try harder, persist longer, and ultimately get better grades. Kids in poverty have a hard time feeling hopeful. We need to help them set goas and take self inventories. Biggest point " Hope changes brain chemistry, which influences the decisions we make and the actions we take. Hopefulness must be pervasive, and every single student should be able to feel it, see it, and hear it daily."
Arts, Athletics, and Advanced Placement:
"The arts and a challenging curriculum enhance essential learning skills and cognition, whearas sports, recess, and physical activity increases neurogenesis and reduce kid's chance for depression" That statement sums up the chapter. We need to challenge students and encourage them to get involved in extra curricular activities. There are a lot of studies that show that kids involved in these activities achiever higher.
Retooling of the Operating System:
The retooling mean giving students "upgrades" in memory, attention, processing speed, and sequencing skills (Shaywitz et al., 1998) as well as in perceptual-motor skills, suditory processing, voilition, and problem-solving skills.
Engaging Instruction:
Again this is someting I hope we all do. It reminded us how important it is to develop lesson plans that include our students interests. We need to take think about our audience not just the material when we are developing lessons.
Thursday, November 18, 2010
Teaching with Poverty in Mind, Chapter 3
Chapter 3: Embracing the Mind-Set of Change
It's often heard that students born poor are destined for a certain kind of life. That is simply not true anymore. With new research into the brain and its functionality, new discoveries are being made about the possibilities of impoverished students.
Neuroplasticity and Gene Expression
"The most crucial concept to keep in mind when working with any population of underachieving school-age kids is this: brains can and do change." says Eric Jensen at the opening of this section. Different studies have collected evidence to support that brains can change, that new genes can be expressed based on our actions, and that the brain can even change size! All these studies have shown positive growth effects on the brain with such activities as playing music, language training, and video games. There are also studies that show negative effects on the brain and the loss of gray matter, like in a chronic pain situation. So we, as teachers, must find a way to limit the losing activities and heighten the gaining activities.
Changing IQ
IQ, one of the main pieces of evidence in determining a student's potential success, is actually a fluid measure, it can and does change with environment and care. Most of those environmental factors happen in early childhood, but some, like amount of schooling, are ongoing in life. Though we cannot effect how our students live at home, we can effect how they feel about school and whether they will stay in long enough to recieve the IQ benefits of schooling.
Fluid Intelligence
Sometimes, we tend to think that what happens in math class stays in math class, and that language arts is on the other end of the educational spectrum. But in fact, there are some skill sets that are beneficial to both, indeed, all curricula. Instead of creating a host of contextual and nontransferable skills in our own classes, we should be encouraging and engaging the fluid intelligence, the skills that are non-contextual and easily transferable to any field. Building this fluid intelligence is one of the keys to successfully changing the brain and setting the student up for success. Some websites to help with that are www. soakyourhead.com and http://www.lumosity.com/.
The Brain's Operating System
This section refers to the set of rules and regulations set up in the student's brain that governs their behavior, motivation, and ability at school. These things are a must in the system:
It's often heard that students born poor are destined for a certain kind of life. That is simply not true anymore. With new research into the brain and its functionality, new discoveries are being made about the possibilities of impoverished students.
Neuroplasticity and Gene Expression
"The most crucial concept to keep in mind when working with any population of underachieving school-age kids is this: brains can and do change." says Eric Jensen at the opening of this section. Different studies have collected evidence to support that brains can change, that new genes can be expressed based on our actions, and that the brain can even change size! All these studies have shown positive growth effects on the brain with such activities as playing music, language training, and video games. There are also studies that show negative effects on the brain and the loss of gray matter, like in a chronic pain situation. So we, as teachers, must find a way to limit the losing activities and heighten the gaining activities.
Changing IQ
IQ, one of the main pieces of evidence in determining a student's potential success, is actually a fluid measure, it can and does change with environment and care. Most of those environmental factors happen in early childhood, but some, like amount of schooling, are ongoing in life. Though we cannot effect how our students live at home, we can effect how they feel about school and whether they will stay in long enough to recieve the IQ benefits of schooling.
Fluid Intelligence
Sometimes, we tend to think that what happens in math class stays in math class, and that language arts is on the other end of the educational spectrum. But in fact, there are some skill sets that are beneficial to both, indeed, all curricula. Instead of creating a host of contextual and nontransferable skills in our own classes, we should be encouraging and engaging the fluid intelligence, the skills that are non-contextual and easily transferable to any field. Building this fluid intelligence is one of the keys to successfully changing the brain and setting the student up for success. Some websites to help with that are www. soakyourhead.com and http://www.lumosity.com/.
The Brain's Operating System
This section refers to the set of rules and regulations set up in the student's brain that governs their behavior, motivation, and ability at school. These things are a must in the system:
- The ability and motivation to defer gratification and make a sustained effort to meet long-term goals.
- Auditory, visual, and tactile processing skills.
- Attentional skills that enable the student to engage, focus, and disengage as needed.
- Short-term and working memory capacity.
- Sequencing skills (knowing the order of a process).
- A champion's mind-set and confidence.
These skills are necessary for studying, paying attention, succeeding in the classroom, and generalizing to the outside world. But our low-SES students' brains are not here yet. "Most low-SES kids' brains have adapted to survive their circumstances, not to get As in school. ... It's up to us to upgrade their operating systems - or see a downgrade in their performance." (pg. 57, TWPIM)
Educational Intervention and Long-Term Enrichment
The book supports early childhood education as a way to improve the brain's functioning, the earlier the better. Pre-K programs and afterschool programs for K-5 are usually the most effective way of changing the brain for the better. However, one study that the book mentions, Williams et al., 2002, was a study done on middle school students. "Teachers were trained to deliver a program emphasizing five sources of metacognitive awareness: knowing why, knowing self, knowing differences, knowing process, and revisiting." After this program was implemented, the students showed increased outcomes in reading, writing, homework, and test taking.
Action Steps
They way to approach these ideas is with a plan for action. All the research in the world won't give you a plan, it'll just support an effective plan if it's designed. So here's how schools can get started:
- Change staff members' mind-sets so they are more positive and open to change
- Invest in the staff so that they feel included, supported, challenged and nurtured
- Support on-going collaboration between staff and team members
- Encourage staff dialogue of success stories
- Gather quality data of processing and sequencing as well as memory and attention
What NOT to do:
- Focus only on the basics (drill and kill)
- Maintain order through show of force
- Eliminate or reduce time for arts, sports, and physical education
- Increase classroom discipline
- decrease interaction among students
- Install metal detectors
- Deliver more heavy lectures
This chapter ends with the line, "The first prerequisite for change is your belief in it - and your willingness to change yourself first."
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