Disadvantaged Youth - Poverty Survey
1. What did you think of the poverty quizzes?
I took the “poverty quizzes” – which just makes you aware of some of the priorities that that each socio-economic group concentrates on and why. My district (Austintown) now has more than 50% of our students on free and reduced lunch so I see the difference in economics daily.
2. How did you do on the quizzes? Did you find out anything about yourself?
I already knew I was from a middle class background but grew up seeing both sides around me (rich & poor) – even with my own relatives. The quizzes came as no shock, they just reemphasize the fact that poorer students are not going to focus on school when they are more worried about where they are going to sleep and eat each day.
3. Explain two different implications for teaching students from poverty, based on hidden rules.
The hidden rules of the middle class govern schools and work; students from generational poverty come with a completely different set of hidden rules and do not know the hidden rules of the middle class. The hidden rules of the middle class must be taught so students can choose to follow them if they wish.
Teaching is what happens outside the head; learning is what happens inside the head. For these students to learn, direct teaching must occur to build these cognitive structures. Relationships are the key motivators for learning for students from generational poverty.
4. From the given teaching strategies, which ones are good to use with students of poverty? Select any TWO strategies not to use with students from poverty. For each strategy selected, explain why or why not it should not be used.
Two effective teaching strategies are cooperative learning and problem solving activities. Teachers should allow students to work together to complete projects where they can use their problem solving skills that are linked to real-life situations.
5. Choose a lesson you teach. Suggest THREE adaptations that would make the lesson more
I took the “poverty quizzes” – which just makes you aware of some of the priorities that that each socio-economic group concentrates on and why. My district (Austintown) now has more than 50% of our students on free and reduced lunch so I see the difference in economics daily.
2. How did you do on the quizzes? Did you find out anything about yourself?
I already knew I was from a middle class background but grew up seeing both sides around me (rich & poor) – even with my own relatives. The quizzes came as no shock, they just reemphasize the fact that poorer students are not going to focus on school when they are more worried about where they are going to sleep and eat each day.
3. Explain two different implications for teaching students from poverty, based on hidden rules.
The hidden rules of the middle class govern schools and work; students from generational poverty come with a completely different set of hidden rules and do not know the hidden rules of the middle class. The hidden rules of the middle class must be taught so students can choose to follow them if they wish.
Teaching is what happens outside the head; learning is what happens inside the head. For these students to learn, direct teaching must occur to build these cognitive structures. Relationships are the key motivators for learning for students from generational poverty.
4. From the given teaching strategies, which ones are good to use with students of poverty? Select any TWO strategies not to use with students from poverty. For each strategy selected, explain why or why not it should not be used.
Two effective teaching strategies are cooperative learning and problem solving activities. Teachers should allow students to work together to complete projects where they can use their problem solving skills that are linked to real-life situations.
5. Choose a lesson you teach. Suggest THREE adaptations that would make the lesson more