Reaching And Teaching Students In Poverty

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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

LITERACY

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 Slidehood.com 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

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