Should we, as teachers, ignore poverty and other external factors affecting our students? This question was explored from different perspectives in a recent Washington Post article. I argue, as many others did in the article, that there needs to be a sense of realism around the entire subject. It would be an injustice to ignore the students’ background (handicaps) and simply expect them to learn the same way as students with more resources would. It’s critical to understand the background, challenges, and aspirations of our students.
A successful business never enters into a new market without first learning about their potential customers. From market to market, the business will adapt, changing to the needs of their customers. This paradigm must also apply to education.
Yes, poverty sucks. I have been teaching in a high-poverty school for many years and I have seen its ugly impact on my students. Students come to my class…
- hungry from not having dinner or breakfast
- tired from having to work the night shift to support their families
- frustrated from not having a safe or quiet place to study
- violated from being put in unsafe situations
There are ways address this, meanwhile maintaining high expectations for the students.
Learn about Student Backgrounds
I could go on with the external challenges of my students. This is my reality and I have to change and adapt to my students’ needs. First, I learn about my students by calling home, emailing the students’ family, talking to administrators, reviewing students’ files, and talking with students. This background knowledge enables me to make proper and informed judgements later down the road.
Establish and Enforce High Expectations
All students can learn. Yet I balance this belief with the understanding that students learn at different paces and achieve at various levels. I don’t use their external challenges as an excuse. I remind students (almost on a daily basis) of my expectations and my belief in their potential. I focus on their strengths and leverage it. For example, a student who consistently was in fights and had poor academic performance entered into my class. She demonstrated an outstanding talent in analyzing situations and developing judgement. I gave her an application attached with my recommendation for a youth program, aimed at inspiring students to pursue a career in law. I gave her a block of time during class for her to fill it out. I then mailed it. She was accepted. As part of the program she was paired with a mentor ( a legal professional) and visited several college campuses. Plus, she received a scholarship. I set the expectation that this young girl could make something of herself and reinforced this through my actions.
Adapt to Student Challenges
Set high expectations for each individual students, then using the background information on the student, assist the student meet these expectations by aligning necessary resources or developing flexible solutions. Examples of this could be as simple as helping the student obtain and fill out a free / reduced lunch application, or not giving homework to a student that is homeless. I work hard to adapt my instruction and curriculum to keep the students engaged and learning. I tweak my lessons every time I teach.
This is part of teaching. We teach the students we have, not the students we ideally wish we had.
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5 comments
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December 4, 2008 at 5:12 am
Tim
Poverty is a big problem! It does affect my students’ ability to learn. There are just some things teachers can’t solve.
December 19, 2008 at 2:48 am
Anonymous
Empower your students with the concept that “the world is their oyster.” Pepper every class with examples of those who have overcome adversity with success. Mahatma Ghandi said “Strength does not come from physical capacity. It comes from an indomitable will.” Booker T. Washington said “Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed.” Etc.
Rather than sporting the “poor little you” point of view in your classroom, you are on the right track by encouraging your students to seek out and depend upon their own strengths. Motivate and inspire them with a self-reliant, “can do” attitude rather than enable a “victim” mentality and excuses for failure. Hunger? Frustration? Exhaustion? Medals of Honor all for those of us who have met and vanquished the beasts! And part of the dues many of us have paid to achieve our goals and join the club of those who have come out of the fire and into the world stronger, richer, more experienced, and victorious.
There is a world of opportunity out here for those who are industrious and focused; there are numerous avenues available to those who seek help and are willing to work towards a goal. One great mentor can undo an awful lot of negative input and can help a child overcome their “disadvantaged” mind-set. Teach them to see the mistakes others have made; point out examples of failure and how to avoid them. Open your students up to the possibilities their future holds if they are willing to work hard, work smart, and reach out to determine their own destinies.
January 16, 2009 at 10:35 pm
Elona Hartjes
I have found that linking a struggling/reluctant student with a mentor the student can relate to inspires the student to make better choices for better outcomes.
I tried to read you original post but just got an error message. Something must have happened to the link.
January 18, 2009 at 7:14 pm
hougan
I agree with this. Positive peer pressure/influence is contagious.
January 30, 2009 at 2:06 am
student teacher
Previous Post- “Poverty is a big problem! It does affect my students’ ability to learn. There are just some things teachers can’t solve”
I completely 100% disagree with this comment. I am a student teacher and am going through the program now and I believe that there are lots that teachers can do to ENCOURAGE their students. If having the mindset that teacher’s can’t solve some things, this is just an excuse to not give effort. Sure- teachers can’t solve or find an end to poverty, but for the number of student’s in their classroom teachers can do their part to ensure all students are having the opportunity to learn.
Creating an equal level playing field in the classroom is a good way that teachers can help. It is a good likelihood that student’s that are induced in poverty don’t have high self- esteem (this is not always the case) and we as teacher’s can do our part to make everyone equal. With the mind set that poverty affects student’s learning this is not providing the motivation and support they need! Student’s shouldn’t be given special treatment but they should have the same opportunities.
It is shown that fine arts is perhaps one of the best areas for student’s to be equal. Math and science are sometimes more difficult for these students as they may not have time to do homework or recieve help. Fine art is something that all students have a chance at and provides opportunity for everyone. If the teacher is worried about overty affecting the students learning- perhaps you could start a tutoring sesson at lunch and/or after school for ALL students. This way the students that are in poverty have the OPPORTUNITY to recieve help and again, it levels the playing field. Not all children get help at home, and some will most definitely need it.
Teacher’s that are concerned about their students need to go the extra mile to make a difference. If teacher’s want to make a difference then they must do their part to exceed and succeed. Pointing out the benefits and motivating all of their student’s to do the same… go the extra mile! Teacher’s CAN be the ROLE MODEL for these students. Yes, student mentors are great but so are teacher’s themselves because student’s can trust teacher’s and therefor, the teachers can be the role model.
Overall, every student needs to be given an opportunity and motivation and support! Teacher’s can TRY to make a difference! Even if it is to the two or three students in poverty in their classroom. Every little bit of effort helps!!