Diversity Post #1

Being "poor" is defined by the United States Office of Management and Budget (OMB) as having an income less than that deemed sufficient to purchase basic needs, such as food, shelter, clothing, and other essentials. According to Eric Jensen, there are six categories of poverty, such as situational, generational, absolute, relative, urban, and rural. With the exception of absolute poverty, which is defined as the scarcity of such necessities as shelter, running water, and food, the students/families in my school suffer from all forms of poverty (Jensen, 2009). It is extremely difficult to witness these daily struggles and feel so helpless. Students should be looking forward to school, because it is a safe place where they can learn and be supported in everything they do. Although teachers are not able to "fix" most of the terrifying effects of poverty, they are able to provide a positive environment that encourages hard work and honesty. 

It is obvious that it is up to teachers to provide students with the most effective learning environment possible.  In addition, however, teachers should also be providing students with the most efficient opportunity for overall human growth. For example, if a teacher is simply giving assignments and grading tests, they are not fulfilling their duties. If students are viewing the classroom as a place solely for papers and tests, they will not be encouraged to work hard in and out of the classroom. Teachers need to take a sincere interest in each student's life. Rather than a classroom feeling like a cold box for assessment, it should feel like a safe place to grow, while learning at the same time. Students need to feel like they are cared for, because often times teachers are the only support system they have. If a teacher is genuine, sincere, and actually gets to know students on a personal level, it will provide that student with a spark and an interest in learning. Now, this is clearly a lot easier said than done, and it takes a lot of time and effort to break down some of those walls, but it is absolutely essential in areas of poverty. 

One of the biggest hardships for any teachers, but specifically those at my school, includes dealing with managing behavior. Poor behavior isn't a direct form of poverty, but it is certainly a result of poor guidance and home environment. It is extremely common for teachers to quickly write-off a student by saying "this kid is trouble" or "he doesn't care about school."  In addition, teachers will usually talk to the other teachers above and below grade level to discuss certain "problem children". This is one of the most heart-breaking occurrences in the schooling system. In areas of poverty, it is very common for students to experience some form of emotional and/or social challenges. By teachers sticking these students in the back corner of the room and yelling at every chance they get, they are digging that student into a deeper and deeper hole every day. In order to grow up emotionally healthy, children under the age of 3 should receive the following: 

• A strong, reliable primary caregiver who provides consistent and unconditional love, guidance, and support
• Safe, predictable, stable environments.
• Ten to 20 hours each week of harmonious, reciprocal interactions.
• Enrichment through personalized, increasingly complex activities (Gunnar, Frenn, Wewerka, & Van Ryzin, 2009). 

In areas of poverty, these factors are not always implemented. By reviewing student cumulative folders, it is evident that students with 1 or more parents in jail, several divorces, arrests, etc. are likely to contain some form of behavior or academic performance difficulties. These are the students that require the most loving care in order to stay (or get) on track. Being "at-risk" is certainly something to look out for. Teachers are responsible for knowing children well enough to recognize warning signs for at-risk students. Genuine relationships are crucial in order to gain as much information as possible (Leroy & Symes, 2001). As teachers, it is crucial to implement plans that promote quality work. For example, if it is clear that a student does not have a great support system at home, don't send out homework for that student, at least not at first! It's not going to get completed, and then the student will end up feeling ashamed and/or embarrassed. Work with the student as much as possible during school hours so that he/she realizes the true potential of hard work. In addition, provide opportunities for students to choose their own topics within reason. If a student is really struggling and doesn't enjoy school, what is the point of making him/her read a story that has absolutely no connection to his/her life? Allow the students to pick a book and/or research topic that will get them thinking. This is a way to promote learning and work ethic without forcing the issue (Jensen, 2009). 

Teachers are not simply educators of the curriculum, rather educators of life as a whole. By taking the time to learn about each and every student on a personal, individual level, great things can be accomplished. A school is a judgment-free zone, and that includes judgment from teachers. Each and every student should walk into a classroom with a clean slate, ready to make progress as a student as well as a contributing member to society. 




Works Cited

CityYear Los Angeles (2010, May 27). Making A Difference In High-Poverty Schools. 
http://www.youtube.com/watch?v=pdDTk5WQzm0

Dueck, M. (2012, July 20). Poverty and the Grading of Homework. http://myrondueck.wordpress.com/2012/07/20/poverty-and-the-grading-of-homework/

Jensen, E. (2009). Teaching With Poverty In Mind. 

Leroy, C, Symes, B. (2001). The Effects of Poverty on Teaching and Learning. http://www.teach-nology.com/tutorials/teaching/poverty/

O'Brien, N. (2011, September 2). Why are poor white boys doing so badly at school? It's about culture, and we've got to change it. http://blogs.telegraph.co.uk/news/neilobrien1/100102225/why-are-poor-white-boys-doing-so-badly-at-school-its-about-culture-and-weve-got-to-change-it/