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HOW TO BE AN EFFECTIVE TEACHER TO STUDENTS LIVIVG IN POVERTY By: Lori Spicer

INTRODUCTION

For the first time in at least 40 years poor children constitute 54% of students in public schools throughout the South. “While that makes the South the nation’s first geographic region to reach that milestone, researchers said the West is not fare behind. If current population trends continue, the report adds, students from low-income households will constitute more than half of K-12 enrollment in public schools nationally within 10 years” (Viadero, 14). Each year increasing number of children are entering schools with special needs, such as poverty, that schools are not prepared to meet. Socioeconomic status is the most powerful influence on a student’s educational ability. Where a student is born and grows up has a great effect on what they are able to accomplish. “A good education is often the only means of breaking the cycle of poverty for poor children. These children need an education that is founded in high standards and high expectations for all” (Pellino, 3). In order to be a successful teacher to these under privileged students one must know themselves, know the environment in which they teach, and maintain high expectations (Gehrke, 1).



SELF AWARENESS

To be an effective teacher to students of all socioeconomic classes one must have a great desire to meet the learning needs of all students in an individual and personal manner. An effective teacher requires uniform treatment, conduct and outcome from all students. A teacher must know themselves in terms of their levels of frustration and their coping capabilities (Gehrke, 2). Teachers need to rely on their own assumptions and belief systems, especially in cases where there social experiences and backgrounds greatly differ from those of the students they teach. When a teacher can understand the perspectives and situations of their students the teacher is able to establish a connection that facilitates engagement.

KNOWING YOUR ENVIRONMENT

Our nation’s classrooms are becoming more diverse than ever before due to the rise in the number of children in poverty. Poor children are disadvantaged from the start. They most likely had inadequate or no pre-natal care. They probably have insufficient health insurance. More importantly poor children do not have the same life experiences as other children. They miss out on things that help in the development of skills and academic achievement, i.e. the use of home computers, visits to zoos and museums, attendance at pre-school, interaction with the educated, and being read to by a parent (Pellino, 5-6).

The government and agencies have been considering what steps they can take to help this problem. “Some take the view that schools could do much more to reduce, if not eliminate, the effects of poverty. This has led to some very dubious strategies, such as various kinds of takeovers or reconstitution of so-called failing schools, as if the problem were simply one of working a little harder. Others argue that socioeconomic status is too powerful and that schools alone will not be able to mitigate its impact” (Levin, 2).

MAINTAINING HIGH EXPECTATIONS

Poor children often attend schools where teachers are less qualified and instruction is less challenging, when they actually need the best that can be offered. Steps need to be taken to reduce retention in grade and increase early intervention to diagnose reading problems. “The solution lies in placing all of our youth in the best position to be successful” (Desroches, 2). As teachers of poor children, planning and preparation is absolutely critical to be successful. In a classroom of diverse students, content needs to be related in varying ways to meet all of their needs. Constructivism is a great concept in that it allows student differences and use of their own prior knowledge to make connections and learn. This allows the students the opportunity to become active learners by questioning, hypothesizing and drawing conclusions based on their individual experiences. If there is only a limited foundation for children to draw upon, we need to help them develop a base of experiences and knowledge from which they have a place to start (Pellino, 2). Teachers of under privileged children often feel sorry for their students because of the environment in which they live. Subsequently, the demands for these poor children are lowered and the student achievement lags causing self improvement and school reform to be impossible. We as teachers need to place an emphasis on sparking the desire to learn (motivation) by not only encouraging students to see the demands and rewards of schooling but also by restoring the child’s self image. “We need to make them feel that they are lovable, important and acceptable human beings by making them feel secure and good about themselves and by building trusting respectful relationships with them” (Pellino, 3). Most of these students want and desire to learn but do not always have the skills needed. However, teachers that are patient and take the time necessary to offer extra help and encouragement can often make the difference.

Involving the parents of low socioeconomic children is a great advantage but also a great challenge. Children experience the world through their parents. The parent child relationship is the primary context for early development, due to poverty factors there is usually a negative effect on the development of the child. Children rely on their parents for support, emotional stimulation, and to mediate their environment. If a parent does not due this, due to poverty related stress, the child’s development could be delayed or negatively effected. Strengthening and supporting parents and families is very important. Teachers can educate parents on time efficient, simple ways to help their children at home. Teachers can provide activities and literature that can educate the child and strengthen the parent the child relationship in a positive way. “Many of these parents need to learn strategies that can help them cope and help their children get a chance at breaking the cycle of poverty” (Pellino, 7).

CONCLUSION

Poverty is an epidemic that is greatly effecting the South but slowly sweeping our nation. Schools are not prepared to meet the requirements it takes to educate these children. The only way for a child to break out of poverty is through education, successful teachers are needed to meet this goal. To be a successful teacher one must have three characteristics: self awareness, awareness of environment and the maintainance of high expectations.

MULTIPLE CHOICE QUESTIONS

1. In what part of the United States are over 50% of children living in poverty? A. North B. South C. East D. West

2. The class a student is born into has _____ effect on what they are able to accomplish. A. Little B. Great C. No    D.  Undetermined

3. Poor children are disadvantaged from the start. A. True B. False

4. When teaching to poor, little planning and preperation is needed. A. True B. False

5. Involving the parents in a poor child's education is _____ helpful. A. Never B. Sometimes C. Always

WORKS CITED

Gehrke, Rebecca S. "Poor Schools, Poor Students, Sucessful Teachers." Kappa Delta Pi Record no1, 14-17 Fall 2005.

Pellino, Karen M. "The Effects of Poverty on Teaching and Learning." http://www.teach-nonogy.com/Articles/teaching/poverty/. 2007.

Levin, Ben. "Schools, Poverty, and the Achievement Gap." Phi Delta Kappan 89, 75-6 Spring 2007.

Desroches, Malaka. "The effects of poverty on school education." http://www.helium.com/tm/267741/youth-believe-children-future. 2002-2208.

Viadero, Debra. "South's Schools Pass Milestone on Poverty." Education Week 27 no11 1, 14-15 N 7 2007.