Reaching And Teaching Students In Poverty

2y ago
1.07 MB
10 Pages
Last View : 4d ago
Last Download : 5m ago
Upload by : Julia Hutchens

Reaching and TeachingStudents in Poverty:Strategies for Erasing the Opportunity GapBy Paul C. GorskiA Book Study by: Kim Cole, Molly Hawley, Kara Nunn and Sarah Weyer

POVERTY IS INCREASINGDEFICIT VIEWS DON’T HELPIn our district, we are noticingthat more kids are coming toschool with fewer resourcesavailable to them at home. Aseducators, we want to assist ourstudents in a way that does notshame them or their families. Bylearning about strategies thathelp our students who have less,we can also increase awarenessand responsibility for studentswho have more.Too often, we think of poverty interms of judgment. Even teacherssometimes fall prey to stereotypesthat blame the student and theirfamilies as getting what theydeserve based on choices they havemade. Not only is this unfair, it ispatently wrong. Gorski aptlydismantles the myth that poverty isa choice or a culture. To generalizeit as such is irresponsible anddangerous.

“We can decide right now to.bolster ourequity literacy so we can spot andaddress negative depictions.SILENCE LOOKS TOSTUDENTS LIKECOMPLICITY.”P.96


THE FOUR ABILITIES OF EQUITYLITERACYRecognize subtle and not-so-subtle biases and inequities inclassroom dynamics, school culture policies, and thebroader society, and how these biases and inequities affectstudents and their families.Respond To biases and inequities in the immediate term,as they crop up in classrooms and schools.Redress biases and inequities in the longer term, so thatthey do not continue to crop up in classrooms and schools.Equity literacy is the knowledge and skillseducators need to become a threat to theexistence of bias and inequity in our spheresof influence (p.17).Create and Sustain a bias-free and equitable learningenvironment for all students.p. 20

1. People experiencing povertyare the experts on their ownexperience.2. The right to equitableeducational opportunity isuniversal.3. Poverty and class areintersectional.4. People experiencing povertyare diverse.5. What we believe about peopleexperiencing poverty informs howwe teach, interact with, andadvocate(or fail to advocate ) forthem.6. We cannot understand therelationship between poverty andeducation without understandingthe barriers and inequities peopleexperiencing poverty face in andout of schools.7. Test scores are inadequatemeasures of equity.8. Educational outcome disparitiesare the result of inequities, of unjustdistributions of access andopportunity, not the results ofdeficiencies in the mindsets,cultures, or grittiness of peopleexperiencing poverty.9. Equitable educators adopt astructural view rather than a deficitview of families experiencing poverty.10. Strategies for creating andsustaining equitable classrooms,schools, and school systems must bebased on evidence of what works.11. Simplistic instructional strategies,absent a commitment to more robustinstitutional change, are no threat toinequities.12. There is no path to educationalequity that does not involve aredistribution of access andopportunity.p.24-25

OPPORTUNITYGAPIt’s about access to resources,not student effort (p.97).

EQUITY -INFORMEDRELATIONAL COMMITMENTSWe strengthen relationships with students experiencing poverty when we: embrace a structural viewrather than a deficit view offamilies experiencing povertydemonstraterespectandcompassion in relationshipswith familiesbroaden our notions of familyengagementSCHOOLSSTUDENTSFAMILIES cultivate trusting relationshipswith students grounded inethics of equity and humilityavoid making students (orparents) “perform” their povertyat schoolelicit input from familiesexperiencing poverty, but only ifwe have the will to follow it t are accessiblebecome equity-responsive byfinding ways to mitigatebarrierstheyexperiencep.145

FIRST STEPNotice what your views on povertyare. See judgments for what theyare: subjective and potentially false.ERASING THEOPPORTUNITYGAPFOURTH STEPImprove educational access andopportunity for students experiencingpoverty, both in your classroom andbeyond.SECOND STEPTHIRD STEPRecognize the differences betweenthe myths of poverty and societalfactors. Educate yourself.Commit to using equity literacy as thelens with which you view your studentsand their families.

“WE ARE IN A UNIQUE POSITIONAS EDUCATORS. Even if we focusonly on creating change within ourspheres of influence, we can’t helpbut pay that change forward by afactor of the number of studentswhose lives we touch.”p.190

Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap By Paul C. Gorski A Book Study by: Kim Cole, Molly Hawley, Kara Nunn and Sarah Weyer. POVERTY IS INCREASING In our district, we are noticing that more kids are coming toFile Size: 1MBPage Count: 10Explore further5 Concrete Ways to Help Students Living in Poverty - The .theartofeducation.edu5 Activity Ideas for Teaching about World Povertyletscultivategreatness.com5 Ways Teachers Can Address Socioeconomic Gaps in the .blog.socialstudies.comReaching and teaching students in poverty : strategies for .searchworks.stanford.eduYou Can Teach Children Living in Poverty - The Educators Roomtheeducatorsroom.comRecommended to you b

Related Documents:

What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities

Modern teaching methods and strategies Part I . Language teaching methodology, or teaching in this sense, is a set of methods based on the same rules and having a common aim, e.g. to encourage students to use the language, involve the studentsFile Size: 732KBPage Count: 55Explore further150 Teaching Methodsteaching.uncc.eduTEACHING TECHNIQUES - (PDF) 50 METHODS OF TEACHING.pdf GRACE SIKALEYA .www.academia.eduChapter 4 Current approaches and teaching methods gluque/Chapter4H Teaching Methods and Strategies: The Complete Guidewww.educationcorner.comRecommended to you b

strategies that the teacher could utilize in teaching listening are the bottom-up, top-down, and interactive (meta-cognitive) teaching strategies. Bottom-up teaching strategy In bottom-up teaching strategy, teaching proceeds from the most basic blocks of language, like the word. The teaching pattern proceeds to more complex structures

Teaching Plan What is a teaching plan? A teaching plan is a document that outlines the structure and details of a single session. A good teaching plan is a comprehensive write-up of the step-by-step teaching methods, the estimated duration of each segment of teaching

Language Teaching, Fundamentals of Teaching Young Learners, Teaching Speaking, Teaching Listening, Teaching Reading, and Preparation for the Teaching Knowledge Test (TKT Prep). This last module is an internationally recognized Cambridge ESOL exam that tests teaching knowledge needed by teachers of primary,

The aim of this thesis is to apply the theoretical basis of communicative language teaching (CLT) to English pronunciation teaching within the context of Finnish school and curriculum for grades 7-9. Communicative language teaching is a prevailing teaching method used in English language teaching in Finland among many other Western countries.

Communicative Teaching Applying Communicative Teaching Practices in a Culturally Inclusive Classroom . Agenda Communicative Language Teaching: Merits and Problems . Culturally Responsive Communicative Teaching is an EFL teaching approach that was developed by Dr. Li Yin, to provide a teaching framework appropriate for Asian classrooms .

Jazz Piano, ABRSM Publishing: Level 1, Level 2, Level 3, Level 4, Level 5 Jazz Piano from Scratch, Dr. Charles Beale Shelton Berg: Jazz Improv: Goal-Note (Book/Cd), Shelton Berg Bill Boyd: Jazz Keyboard Basics, Bill Boyd An Introduction To Jazz Chord Voicing For Keyboard, Bill Boyd Intermediate Jazz Chord Voicing For Keyboard, Bill Boyd Exploring Traditional Scales And Chords For Jazz Keyboard .