EDU 462
Tuesday 5:15 pm – 10:45 pm
Behavior article
1
T.H.
Main
Body
Jensen
presents the case of how poverty is impacting student behaviors in the
classroom. He states: In
one study of 81,000 students across the United States, the students not in
Title I programs consistently reported higher levels of engagement than
students who were eligible for free or reduced-price lunch (Yazzie-Mintz,
2007). (Jensen 2013). He believes that this is fit evidence to suggest that
students are impacted greatly by economic status. Jensen has identified seven
key areas that impact student learners.
Health and
Nutrition is the first category mentioned. Jensen argues, “poor people are less
likely to exercise, get proper diagnoses, receive appropriate and prompt
medical attention, or be prescribed appropriate medications or interventions.” (Jensen 2013).
Vocabulary, the next category, is
often lower for socioeconomic students than middle class children. The
reasoning is that typically these students are exposed to fewer words than
middle class children.
Teacher often view effort as lower
in poor children and that lazy habits are learned from parents. This is often
not the case as parents of lower economic children work just as many hours if
not more than middle class ones. Researchers believe that the lower effort is
more likely due to stress or depression.
Hope and Growth Mind-Set is the 4th
category. Students from lower social economic status often view the future and
events in a negative manner. “being poor is associated with lowered
expectations about future outcomes.” (Jepsen 2013).
Cognition is the next category.
Jepsen states how poor children often have cognitive problems, short attention
span, distracted qualities and problems generating new solutions to problems.
Difference 6 is relationships.
Jepsen believes “When
children's early experiences are chaotic and one or both of the parents are
absent, the developing brain often becomes insecure and stressed. Three-quarters
of all children from poverty have a single-parent caregiver.” (Jepsen
2013). Poor children are also more
likely to be reprimanded due to parent stress. They also have higher school
failure and dropout rates.
Distress is
the final difference mentioned. Distress is a chronic stress, which tends to
lead to extremes in behaviors. “Distressed children typically exhibit one of
two behaviors: angry "in your face" assertiveness or disconnected
"leave me alone" passivity. To the uninformed, the student may appear
to be either out of control, showing an attitude, or lazy. But those behaviors
are actually symptoms of stress disorders—and distress influences many
behaviors that influence engagement.” (Jepsen 2013).
Jepson
provides sections for each of the differences to encourage educators to help
and assist poor students in learning.
I believe
the author presents each of the differences in a very clean and concise manner.
I also believe that low socio-economic students need a different type of instruction
and that teachers need to understand the environment that they are from. I
believe Jepsen offers great advice such as teaching students how to critically
think and offer strategies such as solving real world problems using “if this,
then that” strategies.
In terms of
cognition I agree with Jepsen that helping students focus on basic strategies
is very important. When students are organized and have the strategies that
they need they are in a much better place to be able to solve problems and
learn.
One final
thought is that teachers need to be encouragers of students of all background
types. Poor students are even more important as they may not get support at
home.
References
Jensen, E. (2013) How Poverty Affects Classroom Engagement. Education Leadership, 70(8). Retrieved
from: http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/How-Poverty-Affects-Classroom-Engagement.aspx
Great article. It had a lot of valid points.
ReplyDeleteI agree with the statement “Recess and physical education contribute to greater oxygen intake and better learning.” We all know how valuable recess is to learning but schools are cutting recess times and physical education classes. Many teachers also use the “I will hold you in for recess” as a punishment. I personaly do not agree with that philosophy. Many of the children who need the extra help are also the ones who need more breaks, not less.
At the beginning of the article it quoted a study:
“But it doesn't work that way. In one study of 81,000 students across the United States, the students not in Title I programs consistently reported higher levels of engagement than students who were eligible for free or reduced-price lunch”
Yazzie-Mintz, E. (2007). National high school student engagement survey by IU reveals unengaged students [Press release]. Bloomington, Indiana State University. Retrieved from www.indiana.edu/~soenews/news/news1172622996.html
I hate studies that try to use math or failed numbers to increase a presumption. I tried to research that study but the university has pulled it and I can not locate it on the web. I would have loved to see how they measured engagement of 81,000 students! Hahahah
Another interesting idea was
“In homes of those from poverty, children commonly get twice as many reprimands as positive comments.”
How do you feel about that statement? Is there a way to influence the level of reprimands as a teacher? I have always thought that more parent education classes should be available. Classes that teach parenting skills and teaching methods would greatly improve our school systems. Classes that taught parents child nutrition, behavior, teaching methods, reading, math etc. That way parents can make the teachers job easier as well as improve learning for the student.
"Teachers often view effort as lower in poor children and that lazy habits are learned from parents. This is often not the case as parents of lower economic children work just as many hours if not more than middle class ones. Researchers believe that the lower effort is more likely due to stress or depression."
ReplyDeleteI think that is was very beneficial for the author to point out that a teacher's interpretation of a student's behavior could be incorrect. Three years ago I met with my step-daughter's teacher, and she expressed concern with us not having a bedtime for her. She was falling asleep during class and struggling academically. After meeting with her physician it was determined that her medication was causing her to be sleepy. Do you think that it is common for teachers to misinterpret student's actions? How do we prevent this?
Poverty is definitely something that can adverseley effect a child's learning capacity. I think it is sad that a child's financial status is something that will effect their ability to learn or their ability to fit in at their school. The teacher's are put in a bad spot at times when it comes to having to "single out" a child and spend extra time on them. Especially when the issue at hand is not the child's fault. I agree that the teacher needs to encourage student's. No matter who they are or where they come from. The encouragement a teacher gives a student can be very beneficial when it comes to extablishing the rapport needed to be successful. How would you explain to a student that is constantly acting up or creating issues that you understand where they come from, but you still have to punish them? Is it the child's fault that they are growing up in a out of sorts home? I think trying to find the balance between good guy and bad guy (or gal) with the students is a hard thing to do. You want the students to respect you no matter what tax bracket they fall in. Very informational article review.
ReplyDeleteEducators have the responsibility to meet the needs of their students. One way a teacher can accomplish this is by creating a diverse and inviting learning environment. I appreciate the author shared the behaviors and symptoms of a child experiences a stress disorder. Having an understanding of the behaviors a LES student will improve your interaction with the student. Strategies that are tailored to assist a student coming from poor home can benefit his or her thinking process. Solving real world problems using “if this, then that” strategies will improve their problem solving skills.
ReplyDeletePoverty is something that can not be dealt with as a teacher. I completely agree with the writer of the post in that we may need to spend more time with the lower economic students because of the lack of support. From what we learned from the Tim Clark story, every child is capable of reaching outstanding accomplishments. We as teachers need to focus on factors that may make a students grade go down like a bad home life. I really like how the writer of the post was able to put his input and giving the articles input at different sections of the post. What do we do with parents that do not support their child like they should?
ReplyDeleteI agree with the author that a financially stressed home can effect a child's learning. Being poor can also be a motivating factor if a child has the right encouragement. We as teachers will be with the child as much if not more than their parents. I think we have the power to change their lives no matter what they live with at home. We saw that in the Ron Clark story we watched. Those kids had horrific lives and unsupportive families whether it because no one was home or because their parents just did not care. The teacher made the difference for those kids. He believed in them and had high expectations for each of them regardless of their situation and it paid off their lives were changed forever in one school year. What kind of school do you want to work in?
ReplyDelete