Number of pages: 184
Publisher: ASCD: Association for Supervision & Curriculum Development
BBB Library: Education
Poor children are exposed to adverse social and physical environments: lower-quality services, greater traffic volumes, higher crime rates, less playground safety, and no green spaces. They breathe contaminated air and drink impure water. Their households are more crowded, noisy, chaotic, unstable, and physically deteriorated. Their parents are uninterested in their activities, and they receive less positive reinforcement from teachers, and have difficulty establishing friendships with children their own age. And due to issues of transportation, healthcare, and family care, high tardy rates and absenteeism are common problems among poor students. Therefore, they often feel isolated and unloved, feelings that affect their whole life: poor academic performance, dropping out of school, and drug abuse.
"Eric Jensen, author of Teaching with Poverty in Mind: What Being Poor Does to Kids ’ Brains and What Schools Can Do About It, provides a framework for understanding the effects of poverty on children and suggestions for schools on how they may better support this growing population." Edrev
"Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains and What Schools Can Do About It examines the connection between low socioeconomic status and student achievement through a new lens- neuroscience."
Best-selling author Mike Schmoker boils down solutions for improved schools to the most powerful, simple actions and structures that ensure you prepare all students for college, careers, and citizenship.
There is today a widespread, deeply unsettling sense that children are changing in ways that tell us about ourselves as a society. And these changes are reflected not just in the violent extremes of teenage behavior but in the everyday speech and actions of younger children as well. Children with the most
The purpose of this book is to help you secure a good education for your child from early childhood through the eighth grade. As far as learning goes, these years are the most important. They are the time when children acquire the bricks and mortar of a solid education – the
Educators across the country are intimately familiar with the struggles of children experiencing adversity, as are social workers, mentors, pediatricians, and parents. If you work with kids who are growing up in poverty or other adverse circumstances, you know that they can be difficult for teachers and other professionals to reach,
One day, third-grade teacher Kyle Schwartz asked her students to fill-in-the-blank in this sentence: “I wish my teacher knew _____.” The results astounded her. Some answers were humorous, others were heartbreaking-all were profoundly moving and enlightening. The results opened her eyes to the need for educators to understand the unique realities
You cannot afford to let disadvantaged kids receive substandard teaching. Select teachers who love children and love challenges, and provide them with all the tools and training that they need to upgrade their skills.
To maximize the rate and quality of change, students need consistent, coherent, sustained support in skill building.
Although studying arts and participating in athletics may seem to be “luxuries”, their positive impact on the brain and learning is undeniable.
Get kids who struggle with reading and math into sensory motor labs to engage in sequencing, attentional, and processing tasks that build cognitive capacity.
Ensure that every single student in your school participates in physical activity a minimum of 30 minutes a day, five days a week (with exceptions for illness, inclement weather, or serious disabilities).
It’s a fact: arts build the student brain’s academic operating system, and therefore should be integrated into all subjects.
Exercise increases the release of a specific protein that supports learning and memory function, repair and maintenance of neural circuits, and the production of brain cells that are crucial to forming the connections the brain needs to learn.
Theater, drama, and other performance arts foster participants’ emotional intelligence, timing, reflection, and respect for diversity, build memorization and processing skills, and help students win social status and friends.
Many teachers feel underpaid, undervalued, and overworked. Quit assuming that teachers are tireless volunteers and understand that they have emotional levels they bring to the job each day.
The best way to achieve accountability is to create a compelling, collaborative goal and then to administer assessments that provide useful, specific data demonstrating progress toward that goal.
Responsibility is an ethical sensitivity to the effects of our actions, and is a quality that teachers have to choose for themselves.
According to Maslow’s hierarchy of needs, students cannot function at a high academic level when their basic needs—food, shelter, medical care, safety, family, and friendships—are unmet.
Health issues among poor students lead to school absences, increased tardiness rates, and illness during class. As a result, they are often missing key classroom content and skills.
When a body’s cells are besieged daily by stressors, they slow their growth trajectory. This is why the consequent adaptations that poor kids’ immune systems make diminish their ability to concentrate, learn and behave appropriately.
Health and achievement overlap: every cell in our body needs a healthy environment to function optimally.
Kids raised in poverty are often subject to such health and safety issues as malnutrition, environmental hazards, and insufficient health care.
Any student who feels “less than ordinary” is likely not only to struggle academically, but also to be susceptible to such secondary issues as acting out, getting bullied or becoming a bully, having lower self-esteem, and feeling depressed.
Poor children are less likely to be read to by parents, and they are also less likely to be coached in learning skills, helped with homework or to be taken to museums and other culturally enriching outings.
Reading skills aren’t hardwired into the human brain; every subskill, including (but not limited to) phonological awareness, fluency, vocabulary, phonics, and comprehension, must be explicitly taught.
Going hand in hand with language acquisition, reading is one of the most important factors affecting the development of a child’s brain.
By the time most children start school, they will have been exposed to 5 million words and should know about 13,000 of them. But that doesn’t happen in low-income homes where parents speak in shorter, more grammatically simple sentences.
The quantity, quality, and context of parents’ speech play a huge role in developing children’s language and vocabulary competence.
Exposure to stress shrinks neurons in the brain’s frontal lobes—an area that is responsible for such functions as making judgments, planning, and regulating impulsivity.
Compared with a healthy neuron, a stressed neuron generates a weaker signal, handles less blood flow, processes less oxygen, and extends fewer connective branches to nearby cells.
Children living in poverty experience chronic stress that exerts a devastating, cumulative influence on their physical, psychological, emotional, and cognitive functioning areas that affect brain development, academic success, social competence, and coping skills.
Beginning at birth, the attachment formed between parent and child predicts the quality of future relationships with teachers and peers, and plays a role in the development of such social functions as curiosity, independence, and social competence.
How do the arts stack up as a major discipline? What is their effect on the brain, learning, and human development? How might schools best implement and assess an arts program?? Eric Jensen answers these questions C and more C in this book. To push for higher standards of learning, many
Let’s acknowledge two fundamental facts. First, students who attend school from kindergarten through secondary school typically spend more than 13,000 hours of their developing brain’s time in the presence of teachers. Second, their brains are highly susceptible to environmental influences—social, physical, cognitive, and emotional. And, more important, their brains will be