How does poverty affect education? For the past 10 years I have worked in low income schools that receive title I funds because of the socioeconomic demographics of the school. And I started to realize and notice some misconceptions out there by others and sometimes even teachers that affect how we educate our students. My blog is based on my experience with teaching students in low socioeconomic areas and it is always a struggle. Oftentimes, they come to me below grade level and they are not where they need to be, and it is not small gaps that I have to bridge there are enormous gap that I have to bridge. I mean 2 to 3 year gaps. Once we had a discussion in a staff meeting on how can we bridge these gaps and found out there was so many myths and misconceptions out there about what was affecting how our students learn that we could not come up with a strategy.
What I have come to understand after years of working with schools in poverty areas is to never come in with preconceived notions. Listening to what administrators and other teachers were thinking I came up with a list of what I will call myths or misconceptions.
- First myth is that parents do not care about their kid’s education. This is because of their visibility around the school and afterschool activities, i.e. PTA, parent conferences, open house, etc.
- Second myth is that students don’t care they have no interest in learning
- Third myth is that students can’t learn because their resources are limited
- Fourth myth is that behavior problems due to their environment and the parents will not do anything about it hinder learning
Unfortunately we cannot change a poverty situation, however, we can change our thinking. We cannot assume those myths because we are not in their shoes and we don’t know what goes on in their homes. Although our students may tell us some things we should never assume things. Every situation is different and we shouldn’t judge. Because many of the parents do care but are limited in what they can do.
We as educators need to build relationships with our students and with their parents. Even if it is only by phone or email. I had a parent that I never saw but I talk to all the time and one time she was very upset and cried on the phone because she felt like that she wasn’t being a good parent because she could never come to anything, her job wouldn’t let her, she was fearful of taking off unless it was a true emergency, however I reassured her that I had her back and that as long as we kept the communication lines open we could work together to do what was best for her son. Because I knew that all jobs are not as flexible and understanding and putting food on the table was important. Her son ended up being one of my top students and I even had as my go to peer tutor to help out in class. Sometimes I stepped in and helped my students where I could and even sometimes even providing supplies and provide food.
Remember to always praise the students whenever possible for even the little thing because that may be the only praise they get for the day, not that the parents can’t or don’t it’s because they don’t have the time (work schedule) or they don’t think about this and the biggest most important thing is to listen to the kids. When you build those relationships you will learn a lot more than you even thought you would about your kids. They do have the ability to learn and when you build those relationships they will do whatever it takes to please you even though it is really helping them. So never assume, don’t judge, build relationships and praise whenever possible and number one again listen!
When I first wanted to teach I wanted to only teach reading. And that was the certification I was looking to get, but as fate would have it I put in the wrong code for the test and ended up taking, passing and getting a 4th – 8th generalist certification. My first year I was self-contained teaching all subjects, and after that mostly math, science, and social studies. I am on my 12th year and finally for the last year and a half I am a reading teacher. I was quite excited! Once I started teaching I had an epiphany! No matter what subject I was teaching I found myself teaching the same skill. How to figure out what words mean? In reading I teach this through context clues, Latin and Greek roots, and dictionary skills, but this is a major struggle across all subject areas. The students don’t know what the words mean in the passages and the questions or have the tools to figure out what the words mean. (i.e. breaking words apart, vocabulary, etc.) I found teaching context clues, dictionary skills, and roots in the upper elementary grades were not as major a focus that I hoped, we are asked to spiral or embed it into our lessons. I also noticed on the standardized test that when a question asks what a word means, you know that there will be clues in the text to help answer that question. But what about the other words, and other subjects where the words can keep the kids from determining the correct concepts they already know.
Upper Elementary Antics 