Senior Project Post #5

4/6/15                               

Blog Post #5

In this section of Teaching with Poverty in Mind, Jensen discusses the school wide factors that play into the success of its students. To display what he considers to be the five main factors that make the foundation for a “high achieving” school, he uses the acronym S.H.A.R.E.  S: Support of the whole child. H: Hard data. A: Accountability. R: Relationship building. E: Enrichment Mind-Set.

S: High achieving schools have a tendency to hold high expectations, demand effort and motivation,  good behavior from their students.  High expectations are good for kids who are supported well at home. However students raised in poverty who have stronger social, academic, emotional, and health needs may need the support from teachers before demanding expectations. Well off students get this support at home usually and come to school a step ahead of low SES students. Some students may need the support they lack outside of school before they can produce to their full potential.

H: High performing schools (especially schools considered to be “high poverty”) must be willing to look beyond the state and or district standardized test scores as the full potential of a student, or the only measure of success. Schools need to look at individuals and their individual needs. By collecting data outside of the state testing, students success can be better measured.

Senior Project Post #4

3/29/15                        Senior Project Post #4

In the section of reading I did this past week in Teaching with Poverty in Mind still focuses a lot on the problems that acute and chronic stress has on students. Being overly stressed as a student is debilitating. It increases the likely hood of have excessive anxiety, hopelessness, and distancing/detachment. “Students from low-income families...who lack a measure of connectedness--to family, to the community, or to a religious affiliation--demonstrate increased hopelessness over time. This is sometimes reflected in low socioeconomic students in school through passiveness, acting out, or disinterest. This hopeless mindset is the process known as “learned helplessness. Students with learned helplessness are more likely to drop out of school and become pregnant as a teenager. “Each stressor builds on and exacerbates other stressors and slowly changes the student. It is this cumulative effect of all the stressors that often makes life miserable for poor students”. Brains are designed to change. So while that means that students can be negatively impacted by stress, it also means that students can bring positive change to their brains by being supported through out school. Until low SES students are provided with the support they need, the education system will remain an unleveled playing field.

Senior Project Post #3

3/22/15

Blog Post 3

This section starts out with emotional and social challenges that students of low socioeconomic status face. Poor families are more likely to experience teen motherhood, depression, and lower quality healthcare. These factors tend to result in a child receiving less nurturing, which later tends to lead to poor academic performance and behavior. In many low SES homes, parents tend to be overworked, stressed, and authoritarian. Passed through the generations, this harshness fails to form healthy relationships. With difficult situations at home, it is understandable that students may not come to school with the best attitude. Poverty is an indicator of teen depression. Teachers may read these emotional and social deficits as disrespectful, but it is important to be empathetic (not sympathetic), and to “lay out clear behavioral expectations without sarcasm or resentment ... it is much easier to condemn a student’s behavior and demand that he or she change it than it is to help the student change it”. Rather than showing students that you are rejecting them for their behavior, be the stability they may need and or lack at home. Forming a relationship based on trust is key to helping students grow (I personally believe that is true for all, regardless of race, socioeconomic status, and all other factors).

Senior Project Post 2

3/15/15                               Senior Project Blog Post 2

This week I was bale to borrow a copy of Teaching With Poverty In Mind by Eric Jensen.  This book looks at the relationship between academic achievement and low socioeconomic status (SES for short). Jensen starts off by making a couple of claims. First, “chronic exposure to poverty causes the brain to physically change in a detrimental manner”. Second, “because the brain is designed to adapt to experience, it can also change for the better”, meaning that it is very possible for poor children to success emotionally, socially, and academically. There are many theories as to why low SES students underachieve in school, many focus on the home/living situation. However in truth, the most crucial variables exist in school. The four main risk factors affecting low SES families are emotional and social challenges, acute and chronic stressors, cognitive lags, and health and safety issues. Students of low SES have much more difficult social and physical environments than their well-off peers. Poorer neighborhoods have greater traffics volume, higher crime rates, and have less green space for playgrounds. “Children in poverty tend to spend less time finding out about the world around them and more time struggling to survive in it” (8).

Post 1 Senior Project

Blog Post #1 

3/8/15 

In the 1930s, the method of tracking began in schools. Students are tracked into courses that will fit their academic ability, IQ, and other standards. At the high school you see tracking in the divisions of AP, Honors, and Standard classes. As you climb the scale in the rigor of the courses you find more white affluent students in the AP and Honors courses, and more low income and minority students in the lower tracks. This has become a large controversy, as it seems to benefit the high income students and restrict the lower income students. In the higher tracks, the courses tend to be more engaging and challenging. Where as in the lower tracks good behavior and basic skills are emphasized. It is widely known that low socio-economic status correlates with lower education, poverty, lack of resources and poor health. Those disparities are all vital to receiving a decent education. For my senior project, I want to look specifically into Brookline Special Education to see how prevalent this is at the high school. Tracking is not simply choosing between AP, Honors, and Standard. There are many programs that focus on “behavioral” needs and academic support at the high school. I’m going to look into the body of students that compose these programs.

Blog Post 12

1/19/15                                

Life on the outside has been extremely difficult for Elaine. She claims that she doesn’t feel anymore free on the outside than she did in Bedford Hills Prison, because at least she had purpose on the inside. In prison she was a college student, drug-law activist, and a mother to many prisoners, while only dreaming of nurturing her own children upon her release. In her apartment 13B, there were still relationships to mend. Elaine’s sister Sabrina who had battled drug addiction for over ten years, contracted HIV, and had five children and one grandchild, was not behaving appropriately around Elaine’s kids. Sabrina would smoke in the house, fall asleep on the toilet with her pants down, and disturb the household late in the middle of the night. Elaine already had so much anger built up towards Sabrina for becoming a crack addict, for going to jail, for caring for her own children, and for not taking better care of Yvonne. Meanwhile Sabrina was still angry at Elaine for going to prison. That night Elaine left 13B for her younger sister Michelle’s home in Harlem. She only lasted four days there because both Michelle and Elaine felt a mutual sense that hey deserved more respect from each other. Elaine storms out of Michelle’s apartment at 3 AM with no back up shelter., a clear violation of her parole. She is so exasperated, disappointed, and discouraged that she doesn’t even care about the risk. With no other options, Elaine calls up Lora Tucker (her teacher/friend while she was in prison). Lora comes to pick her up after a twenty-two stop subway ride from Harlem to Queens. Lora seems to be her only stable option right now, and Elaine was very fortunate to have met her while in prison.

I sympathize with both Elaine and her family. Elaine had no business being kept in prison for the amount of time she was, as a consequence for an action that she intended to help her family. She had desperately wanted to get out of prison to be with her daughters, but her daughters don’t show much compassion upon her return home. At the same time Elaine wasn’t there and there’s not an automatic switch attached to her daughters that can allow them to adjust quickly to her being back after sixteen years. As much as Elaine criticizes Sabrina, she left home herself. Hopefully, her stay with Lora will help her re-develop her parenting skills, but if not than she’s not a whole lot better than Sabrina. Between Elaine, Sabrina, and Michelle you see this built up anger and tension. There’s no trust and it seems like the Bartlett family is starting to fall apart.

Blog Post 11

1/19/15                         

Elaine has finally been released from the Bedford Hills prison. She is so excited, crying

tears of joy for the first time in over fifteen years. She is so optimistic heading home on

the Saw Mill River Parkway toward the city. It’s really a heartwarming twist to the past

chapters, although still sad. The outside life that Elaine has been waiting 16 years for

turned into a sad reality after a couple weeks, when she realized that they have no

money, almost no jobs in the family, and that there is a wave of depression and

hopelessness hanging over them. Her daughters, especially Danae have not fully

warmed to her. Danae still refuses to stay at the house some nights. I understand the

perspective of the young daughters who were never of age to remember Elaine being

there for them. And there have definitely been times where I was upset with Elaine for

not being there for them. I then have to remember that Elaine shouldn’t be in prison,

that she was set up. This fact easily slips my mind sometimes because everything her

family is going through. It’s a complicated situation. It’s just disappointing that Elaine

feels that she left prison to return home to another prison between her deteriorating

apartment and visiting Jamel at Rikers Island. George Lino seems to be the one light of

hope shining over Elaine’s disappointing return to the outside. He makes a great pitch of

Elaine to potential employers, but she is still having trouble finding work. I’m hoping

Elaine finds a job and works everything out with her family. I had a strong emotional

response to this section

It’s sad that the only hope Elaine has is outside her family, with George Lino and later in the chapter Lora Tucker. Elaine is so lost. She returns to her family expecting much better. The apartment is filthy, there is no order, and the common theme of overpopulation that many of the self-sustainable Bartlett siblings have to deal with. Elaine had this image in prison of her returning home and putting everything back in order and setting up the next generation of Bartlett’s for success. Seeing that Satara has already had children at eighteen and is contributing to the overpopulation, and that Danae won’t even spend he nights in 13B, this image was unrealistic. Elaine has her work cut out for her. It’s sad, I would be just as discouraged as Elaine.