Building Up Our Low SES Students

Students in low socioeconomic situations exist in conditions of chronic negativity more often than not.  It is in my experience, that these students are often jaded towards life and their futures.  School is no longer about an education and place of learning, but rather a place of safety.  However, educators should not despair for both Eric Jensen and Professor Marcia Devlin and team provide insight and strategies for teachers facing difficult SES situations within their classrooms.

As teachers, we have big hearts for education is no profession for the weary.  We are fully invested, givers, with hearts bigger than our means more often than not.  Personally, when faced with a student of low SES, my heart aches with desire to save that child from the world.  Though my bank account cannot save every child I will meet in my upcoming career, research and resource may aid me in doing all that I can do as that child's educator.

Professor Devlin collaborated with colleagues among several universities to compile the best advice for aiding these low SES students.  Her team shares that as the teacher one should know and respect the students; offer students variety, flexibility, and choice; make expectations clear using accessible language; scaffold students' learning; be available and approachable to guide student learning; and be a reflective practitioner (Devlin, M., Kift, S., Nelson, K., Smith, L., & McKay, J., n.d.)  Though it sounds like a long list of a scaffolded program, it makes sense when broken down into explanation. 



Teachers should take the time to know low SES students personally as they would any others.  These students deserve the same respect as their peers.  The reality of these students' lives however is unpredictability from the time they leave school grounds until the time they return.  Teachers must find an understanding of this foreign reality when addressing low SES students' assignments and provide alternative means of completing the required tasks. Low SES students need more than a teacher of educational instruction, but a mentor, investor, to take the extra time and effort to guide these students through learning and life (Devlin, M. et al., n.d.).


This extra time and energy is not solely on the educator.  There are many different types of low SES situations, students are growing up in.  Not every low SES student lives in a negative environment.  Jensen demonstrates within his text, that his studies revealed students of low SES status as high achievers in the school environment due to the efforts of their parents at home (2011).  The common theme among these students and those of low SES, low performance within the studies of Devlin and peers, is the extra investment of energy and effort by an adult within the lives of these students.

Jensen too focused the role of the educator, providing areas of focus the teacher should take.  With focus and time spent on students' core skills such as attention skills, memory, problem solving skills, self-esteem, progress in these basic areas will be made aiding growth in all areas of learning and education (Jensen, 2011).  The best way to help students with these core skills to build them to stronger students and individuals is to know them as individuals; have students' physical needs assessed by the school health personnel to be sure these needs are met.  Assess also on reading and math process, carefully observing the student to pinpoint exactly where the struggle arises (Jensen, 2011).  Jensen stresses the necessity of attention to detail within these students.  A focused effort can go farther than a larger, broader effort.  

Through positivity and investment in our low SES students, transformation can be made.  Jensen and Devlin and team all demonstrate research supported strategies for educators to make that difference in the lives of our low SES students.  If we understand the diversity and beauty that these students contribute to our classrooms and community, take the time to invest energy where it is needed the low SES students' achievement will rise.


References:

Devlin, M., Kift, S., Nelson, K., Smith, L., & McKay, J. (n.d.). Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff. Informally published manuscript, Retrieved from www.olt.gov.au/../SP10_1838_Devlin_practice_advice_teacher_201.

Jensen, E. (2011). Teaching with poverty in mind, what being poor does to kids' brains and what schools can do about it. Alexandria, VA: Assn for Supervision & Curriculum

Poverty Effects on Students

Interning at Southwest Elementary School provides exposure to a new community within the Guilford County School system.  Southwest is an unique school environment compared to the rest of the county schools due to its unusually high average socioeconomic status of the student population.  Though the SES level compares higher than those of the district, it should not mislead or deceive, for the Southwest community experiences poverty as well.  Where SWES lacks generational or urban poverty, it does contain many homes and families experiencing situational poverty due to a number of circumstances such as divorce, disease, unforeseen job layoffs. 

My knowledge of the populations' circumstances are limited due to my time concentrated in the fourth grade classrooms.  The most frequent causes of poverty observed have been family illness or sudden job loss.  These students are faced with a sudden, polar shift in the home environment, forced to live with less fiscal and material resources as well as less parental involvement.  Students existing in situational poverty, struggle emotionally and socially to balance their shift in home life while maintaining their social and academic life in school.  Entering school with issues at home cause distractions and stresses on students, revealing themselves in altered personalities, changes of work ethic and product.  These changes need prompt and attentive recognition so that the student may be relieved of the stresses of home and poverty to feel safe and able at school.  This type of action requires resources and a plan. The SWES community does not deal with poverty with any great extreme or frequency and therefore lacks the resources and plans in place to appropriately deal with sudden situations that arise.

Immense amounts of research have been completed throughout the country in an effort to discover the best, most appropriate strategies to ameliorate the stresses the student experiences and aide them in still succeeding.  Eric Jensen demonstrates for educators a vast amount of action steps to take when dealing with students in poverty (2011). His main point stressed throughout his presentation of the research is the great importance of understanding on the part of the educator.  Teachers must have an understanding of the situations and circumstances their students are being forced to live in.  Many teachers struggle to comprehend the harsh realities of the lives of these children, but research agrees that the first step is an open mind by the educator (Jensen, 2011).  Jensen stresses within his text that as educators, action steps must be taken on the behalf of the students.  The following steps provide students and teachers alike an amiable environment within which to coexist and excel; recognize the signs, alter the environment, empower the students.  With these steps, teachers will demonstrate a renewed understanding to their students while providing them the support, environment, and resources they need that are not being received elsewhere (Jensen, 2011).

Handling poverty and its stresses is no small feat for any district.  It takes great effort, efficiency, and resources.  Balloch expresses the need for schools and districts to embrace the resources that are available (2001).  Though resources can be limited in some areas or a challenge to receive in others, government resources do exist to be used for the benefit of those that need them.  School communities lacking proper resources available for situations of poverty need to research all the resources that are out there.  Balloch's research revealed the numerous public organizations, both community and government based, with funds and resources available to school districts with proper process (2011).  These organizations include, but are not limited to church and faith organizations, armed forces, universities.  These varied groups and more can step in and assist the families struggling through alert and partnership from the schools (2001).  Many schools are unprepared to face the sudden situational instances that occur, just like those in the SWES community. Southwest Elementary is a strong school academically with an equally strong faculty community which supports it.  However it is not properly prepared for the encounters with poverty and the needs of the students living in it.  Through the action steps for educators shared by Jensen and the resources for schools researched and demonstrated by Balloch, Southwest Elementary could progress leaps and bounds in its handling of poverty.

Resources:
Balloch, S. (2001). Partneship working: Policy and practice. The Policy Press. Retrieved from http://books.google.com/books
Jensen, E. (2011). Teaching with poverty in mind, what being poor does to kids' brains and what schools can do about it. Alexandria, VA: Assn for Supervision & Curriculum.

Podcasts as Resources-Part 4

Science Talk: 

• Episodes:
• Science Fair 1:
• In this podcast produced by the Science Sisters, they produce a fun video which takes students through the steps of a science experiment.
• This video would be great to show students in preparation for the science fair.  Sarah & Susie Science demonstrate the required steps of a science experiment.
• In this video, the Science Sisters reinforce the science process for students so as to be successful in their individual experiments in the upcoming science fair.

• Science Fair 2:
• In this video the Science Sisters conduct the egg floating experiment for the students.  Upon reviewing the scientific process in the previous episode of the podcast, the sisters refer to this process throughout their experiment.
• This video provides a step by step model of a science experiment using the scientific process as well as how to write it up for the science fair!
• Helpful hints for success are also provided along the way of the experiment being conducted.  Students are reminded of the hypothesis and to write down their observations/data.

• Useful Links for Student Science Fairs:
• Ideas, Tips, Resources for Science Fair Projects
• All Science Fair Projects

Podcasts as Resources-Part 3

Science: The New Teacher's Survival Guide:

• Episodes:
• In the Lab
• In this podcast, a woman from the Ohio Resource Center speaks on how to perform labs with your students while still keeping a safe environment.
• This podcast directly correlates with online resources at the ORC's website which include videos and handouts for your students on lab safety.
• The ORC representative shares great ideas on unique ways to teach your students lab safety that include taking them on a field trip through the lab, watching video clips which you can use to make a fun game out of learning the rules, and more.
• The combination of the tips shared in the podcast and the resources from the website create confidence in a hesitant teacher to share the benefits of lab time with elementary school students.
• Check out this list of books recommended by the ORC on this topic!
• ORC Corresponding Resources for "In the Lab"
• Plants and Animals in the Classroom
• In this episode, an ORC representative shares the importance of bringing in plants and animals into the classroom to encourage student observation and investigation.
• Upon sharing the great importance of bringing plants and animals into the classroom, safety rules and regulations are shared.  Various states and school districts differ in what is allowed in the classroom as well as what may be done with the species.
• As long as these important regulations are followed the many activity, labs, and other suggestions provided in the conclusion of the episode may be conducted.
• Recommended books about plants and animals in the classroom!
• ORC Corresponding Resources for "Plants and Animals in the Classroom"

Podcasts as Resources--Part 2

Science: The New Teacher's Survival Guide 

• Each podcast of Science: The New Teacher's Survival Guide focuses on a different area of teaching science.  In each of these various podcasts, the Ohio Resource Center (ORC) presents helpful information for new teachers based on their findings with teachers in Ohio.  
• Though the examples include specifics of Ohio, the concepts are relevant to any teacher. 
• Each podcast in the series is overflowing with helpful information. The Ohio Resource Center encourages science in the classroom particularly in elementary school.  
• The Ohio Resource Center has accumulated data as to areas that new teachers struggle when it comes to teaching science and provide resources to these needs.
• The resources are both spoken in their podcasts and then supported on their website with various articles, printables, etc.
• Episodes:
• Assessment:
• Assessment is the most common struggle of new teachers in regards to science.  Teachers struggle to assess both formally and informally, both at lesson end and unit end.  The ORC speaks to all of these in this podcast of the series.
• Various methods shared of how to turn released standardized test questions into higher level thinking questions.  
• These methods also serve as formal and informal assessments to allow the teacher to evaluate students' retention of new concepts.
• The methods also include giving students the question and correct answer but requiring them to write as to why that is the correct answer.  This method allows teachers to see what they know and how much of an understanding has been gained.  
• Special Needs Students in the Science Classroom
• Very insightful section in regards to special needs students.  The Ohio Resource Center greatly encourages teachers to make science accessible and available to this student group as well.
• Strategies provided to make science hands on for this dynamic group of students that often is left out.
• Science in the Elementary Classroom
• Tips, suggestions, and ideas provided for allowing elementary students lab experiences as well.
• The ORC is aware of many schools' lack of teaching science at the elementary level.  This podcast speaks advice of how to integrate science content into other areas, as well as find time slots within your daily schedule to make sure room is made for science teaching.
• Science Education Debate: Discovery vs. Telling
• ORC's Corresponding Resources to Podcasts
• Teaching and Assessment Tips for Science--Special Needs Students    
                                  

Podcasts as Resources--Part 1

Science Talk: 

• Two elementary science teachers call themselves the Science Sisters and dress up in crazy scientist costumes complete with wigs, makeup, and silly glasses.  The two make their videos dynamic and engaging appropriate for students to watch.  
• These videos would make excellent engagement pieces on the 5 E lesson plan, as they created to introduce the various topics.  They also would be great as reinforcement of material.  Often students need a manner of reviewing new concepts in a summative format to bring it all together.  Note taking and even experimentation are not always enough, as some students miss the connection.  
• The Science Talk videos were encouraging and helpful to teachers. They are a strong reminder that science should be fun and engaging and how it is up to us as teachers to demonstrate that high level of  engagement to our students.  Not only did I find them to be a helpful reminder but also a boost of encouragement.  
• The Science Sisters demonstrate the joys of learning science in a hands on approach.
• Episodes--
• Force in Motion 1: Terrific Tommy:
• This first video introduces the characters of the videos as well as the concepts that will be covered within the series.  It is an introduction video setting the stage for what is to come.
• Force in Motion 2: Aerobics Class:
• This video demonstrates a minute or so of an aerobics class and then discusses the principals of force and motion at work in your body during a class.  The Science Sisters explain and relate the laws of force and motion in a student friendly manner connecting what they've learned in class to the demonstration they performed, and things more known in their world.
• Force in Motion 3: Newton's 3rd Law:
• 
• The Science Sisters discuss and review the second law of motion and perform various experiments and demonstrations that exhibit the law.  Throughout the performances, the sisters explain what is occurring and why.  Their explanation and vivid demonstrations once again make the curriculum concepts visual and relatable.  The demonstration for this law is of a shopping cart race with two different men with a sizable difference in mass.
• Force in Motion 4: Newton's Laws:
• This fourth video discusses Newton's third law: for every action there is an equal but opposite reaction.  The Science Sisters bring in a fellow teacher dressed up as their "brother" to perform another demo using different sized balls to show this principle.
• Force and Motion Online Student Activities
• Newton's Laws Song
• Student Interactive Webpage with Newton and His Laws