Educators have tremendous opportunities to influence some of the non-financial resources that make such a difference in students' lives. After reading the scenarios in chapter 1, think about which scenario reminds you of a current or former student in your classroom. Tell us about him/her and describe how you made a difference in this child's life or did you?
After you post, please respond to at least two other comments.
Nicole Dodson
Reading Coach
(It's me...I am posting with McBride's account! Ha Ha)
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34 comments:
Scenario #3: (Opie and Oprah) seems quite familiar to me.
A former student whom I’ll call Bea was the eldest of two children, ran the household, and cared for her younger sibling and their mother. At the age of 10, Bea planned and prepared meals, cleaned house, help little sister with homework, feed and bathe little sister, prepare them both for the next school day, and be sure that mom’s (Carol’s) dinner was prepared and warmed when she returned from work at approximately 11:15 PM each night. Also, soon after mom (Carol) ate, she’d relax by having several 40 ounce cans of beer and Bea would have to put her to bed. Bea had acted in this capacity for the last 3 years.
Carol worked consistently, in spite of the alcohol use. However, Bea noticed that each time she got paid, there was always company at their house and when the company left the money was gone.
At school, Bea was academically smart but always seemed tired, irritable, and confrontational. She was an excellent public speaker, but because of her behavior and home responsibilities, she wasn’t given the chance to ever compete nor participate. It was at school one day during her Science class that she burst into tears shouting, “I’m not the mama and I’m tired of being the mama!” “Why do I have to do everything?”
It was at that point that mom was called to the school for a good talking to and candid conference. In short, she was reminded that her children especially Bea, were too young to be left alone at home without the proper supervision. She was made aware of Bea’s school behavior; she’d received notes and calls but was always sleeping during the day in preparation for her nighttime job.
As a result of this meeting, and some straightforward revelations for Carol concerning, the children’s well being, allocation of the money she earns, and other issues, mom made some much needed changes in their lives. Today, Carol works days 7:30 AM to 4:00 PM; assumes parental responsibilities; and has bought a home for herself and the girls. Her weekends are free and she and the girls spend most Saturdays together. They’ve even joined a neighborhood church and both children were baptized there. Carol does entertain but her income which includes child support is used to meet her monthly obligations and meet her children’s needs and wants. In addition, Carol has managed to start a savings account and contribute to it once each month. She says that she may drink occasionally and jokes that 1 beer is the limit. Bea is an honor student and has competed in several public speaking and other contests. She also seems very happy.
The resources of this family consist of financial, emotional, mental, spiritual, physical, support system, and knowledge of the middle-class rules.
Evory Johnson
With each year, a new opportunity comes to impact a child's life. I have always taken personal time and finances to help students in need. Many people outside of education do not understand the sacrifices that are made by educators. We see children in dire situations and are compelled to reach out and assist them. Teachers assist with field trip money, school fees, money for auxillaries and many other needs the students may have. I have found in my very short career that an educator's job does not end at 3:10 (when the bell rings). Our duties go far beyond those that we assume when we enter the school's doors. We understand that those who take up this cross must help our students in whatever way we can to achieve their optimal potential.
You are absolutely right. Our job never ends really and we are always giving, giving, giving!
Nicole Dodson
Wow! Thanks for sharing such a detailed and personal story. I loved reading every minute of it.
Nicole Dodson
Each new year bring a new group of students with new challenges and opportunities. After a short period of time, a teacher can generally see where a student is lacking and needs extra support, whether it’s in academics, emotional support, or as a role model. One of my students last year was very timid, wouldn’t participate, and was afraid to speak in class. From comments she made it was apparent that she had been told how inadequate or stupid she was and that she would never be successful or amount to anything. She was far from stupid. She had so much potential that just needed to be groomed. By giving her some emotional support such as encouragement, motivation, reminding her she could do anything she put her mind to do, celebrating her successes, she began to blossom. Demonstrating a positive outlook and being a good role model drew her out of her shell and she began to see things from a different perspective, as possible. By the end of the year, she was active in class participation, proud to provide input in discussions, and expected positive results when she put forth a good effort. She was a different child all because she received some emotional support and an example to follow. I do love to see results like these. It makes such a difference for the child overall.
K. Holland
Yes, Harrington, I wholeheartedly agree that as educators we wear a multitude of hats, perform vast arrays of services, and we appear to be well versed in many professions as we go about educating our children.
Evory Johnson
Anonymous(Opie and Oprah)
Often parents simply need redirection and a reminder that they can and must make better choices especially, regarding their children.
Evory Johnson
Scenario #2 reminds me of Kenny, a four year old African American boy. Kenny was a student in my class at a church-based tutorial program during the summer of 1993. He was a very bright boy for his age. I remember him telling me of a conflict of drugs and alcohol between his mother and father. It was much too frightening for a four year old to withess. He was so detailed.
Kenny was a foster child at this time. Soon, a member of my family became his foster mother. Kenny always talked of his older sister whom he loved so much and wanted to be reunited with. But, because his mom who was in her late 20's couldn't get her act together, Kenny went up for adoption. My aunt Sarah, adopted him. Sarah was a divorcee with a ten year old daughter. Sarah made a fairly decent wage for herself and daughter without the aid of child support. She worked at a bank. Because Kenny was a male the state awarded Sarah $300 extra dollar a month for the adoption.
Sarah tried to give Kenny what he needed to survive. She took him to church weekly, on trips, to movies, and shopping with her. She also allowed him to join a softball team. Kenny even enrolled in piano lessons. Sarah presented him with all she could except her love as a mother. Kenny often said, "Ms Sarah don't care nothing about me." I scolded Kenny for those remarks. Nevertheless, I questioned Sarah concerning this statement. "Well, he is partially right. I haven't bonded with Kenny yet, she replied."
Kenny continued to opt for Sarah's attention. He stopped doing his homework. He commenced to lie about it and about everything else. Stealing was also an addiction he engaged in. Because of Kenny's acquired addictions, he was often left alone for hours not knowing where or when his mother or sister would be home, simply for punishment. Just think what a little boy around ten years old did to entertain himself. He watched all the cable televison programs he wanted to. God knows what! Soon, Kenny became defiant, and the lies and stealing intensified.
Sarah always took pleasure in helping others. This one time she got herself into much trouble when she gave an unofficial client an unofficial loan who did not take care of his obligations to her. Therefore, she ended up spending about 21 months in prison. So, Kenny was even more alone than ever before.
While Sarah was away, Kenny got involved in pornography, drugs, and gang related activities. He was a teenager at this time. He could not forgive his birth mother for not getting her act together, nor could he forgive his adopted mother for leaving him without proper supervision. He felt a sense of abandonment once again.
In the absence of Kenny's mother, my family and I tried to provide him with some positive influence. I encouraged him to pray and seek divine guidance for his life.
After Sarah returned home from prison, Kenney's addictions were too much for her to ignore or tolerate. She put him out! But by the time Kenny had reached 16 years of age, he had already taken and passed the exit exam for high school, however just could not focus enough to stay in his classes to earn enough credits to graduate. I have oftentimes reminded Kenny that he could be anything he wanted to be, because he is so talented.
Today, Kenny has gotten his GED and pass all necessary exams to become an enlisted serviceman. The army is his choice.
The resources available that were available to this family was financial, mental, spiritual, physical, knowledge of hidden rules, and role model. The emotional resources are uncertain.
Augustine Cann
It has been said that the majority of Americans are just a pay check away from poverty. While observing the economy many may have an opportunity to experience it soon. If one hasn't lived it, I believe it's difficult to truly understand it.
Our jobs are becoming more and more challenging with each new group, however we must continue to find new ways of meeting those challenges.
Augustine Cann
(Regarding Bea) Children of poverty typically achieve at lower levels than children of middle and upper classes, achievement gap. There are causes, as we’ve read, that are influenced by both the social environment in which poor children live and the education they receive in school. Quality of student learning behaviors, home environment, past experiences with education, and teacher attitudes are some of the key influences on student achievement. In the post regarding Bea, it was very clear how these things affected her behavior, attitude, and performance. She was very fortunate to have a good school with a caring teacher to intervene on her behalf. It’s been proven that schools can have a powerful impact on the academic achievement and success of all children. We need to see them as “at-promise” rather than “at-risk” and assist in anyway we can to preparing them to reach their full potential.
K. Holland
Scenario #7 I think closely resembles a student's situation with whom I still have contact with now. I met her 5 years ago at the first school I worked at as a Special Education teacher. Every morning as I walked to my room, I would pass a particular class where this young lady was sitting in the hallway waiting to be let in the classroom. Every time I show her she was frowning. She was taller than all of the other students and did not socialize with anyone. On my duty days she would get in trouble for talking so we'd talk every now and then. In my opinion she was a beautiful little girl, but no one took any time out with her to comb her hair or wash/iron her clothes.
One day, while on duty, "Ann" was not talking, or frowning, or anything. Her head was down. I asked her teacher if I could see speak with her a few minutes. At first she would not speak or look at me. I got a little irritated because here I was trying to "help" her and she would not talk to me. I told her just go on back to class if she didn't want my help, and walked to my desk. She didn't move. I told her again to go to class, she still didn't move. I sat down at my desk and began to get my things together. She looked up at me and asked" if my momma don't help me, why should you?" The comment stunned me of course because my mooma has always helped me. We talked for a few minutes and told her she could come to my room in the mornings if her teacher aloud her. She came most mornings and strightened up my room. Anytime I was absent, I'd come back to a spotless classroom. I had just began working with a coworker who had created a cheerleading squad and we were going to have tryouts for the next year. I asked her to ask her mother if she could tryout. The next morning I saw that old frown I use to see, her mom said no. That is when I found out she was the oldest of five kids. Her aunt who lived with them just had her second set of twins and both her mother and aunt drank everyday. No one in the home worked and her mothers "fiance" had just gotten out of jail. Every night the kids locked themselves in their rooms while the "party" went from fun to fight. Her mother and her boyfrien faught every night. She was responsible for cooking, cleaning, bathing, and getting the school aged kids dressed in the morning. Some nights when the adults couldn't hear the babies cry, she did, and got up and fed them. Her grandmother live on the south-side of Monroe, but no one had a car, so it was rare for them to go because they could not get back.
I asked her mother if she could help me with cheerleading and that I'd be sure to get her home by a certain time. I guess because I asked, her mother agreed. Since then she has stayed with me for up to a month at a time. She went to live with her grandmother a year later and left that school to go to Robinson. We didn't see each other for a while because I didn't go down that far. I guess fate inerviened and a year after that, I moved to Robinson to teach.
She is now in jr. high and doing very well. Over time her self esteem has tripled and she smiles all of the time. We talk at least once a week and she still loves to come and stay. I've learned through her that it's not my money or the things I can afford to give her, it is the time or the showing of interest in her-who she is- that means the most. Last time I saw her she showed me a picture of my husband and I and she told me that when people ask who it is on the picture, she tells them we are her parents. I always remind her that her mother loves her, and that adults don't always make the best decisions, and that even includes me.
What a great story Mrs. Harris!
Nicole Dodson
A good education is often the only means of breaking the cycle of poverty for poor children. These children need an education that is founded in high standards and high expectations for all. What happens in our classrooms has a significant impact on student achievement. We should challenge them to prevent decreased opportunity for higher education, which often means less opportunity in life for them. Teachers should be knowledgeable of the cultures in which their students live so they can plan effective and engaging lessons. Additionally, instructional and classroom management techniques that work well with some students don’t necessarily work well with poor children. The viewpoint and experiences of the children need to be considered. Other aspects that can help close the achievement gap include motivation, readiness and parent/family involvement.
K. Holland
I agree completely with many of the comments that have been made. In reflecting on the many Scenarios presented in the book, I can't pick just one to sum up any students I have taught in the past years. I would like to think that some of my students have been a bit of each Scenario. I often think back to a student I taught in Lafayette some 12 or 13 years ago. Her family was undoubtedly poor, yet they stressed religion and education in the household. She was a Caucasian child. In fact, her family was the only Caucasian family living the a group of housing projects called Hambola. Their main means of transportation was the transit system, but often times they were seen walking like ducks in a row - dad first, mom second, and "C" and her brother following. Although it was a sad situation, I somehow knew that poverty, for this student, was not the final answer. She kept in touch with me for some years because she told me one day that she was going to be a vet. Well, today, she is a vet, and she has moved her family out of poverty. This was truly a success story.
I truly agree with everyone's comments and I think I can fairly say that as educator we have touch on all of the scenario's. I have furnished school supplies for many, counseled, visited homes, paid school fees, and I think the most important gift that I've been able to give is the gift of believing in them which in turn causes them to believe in themselve. When you have this quality you unstoppable.
Cleoria Dunn
I have a student in my classroom who has had to act as both parents. His mother passed away less than a year ago, and the father is not mentioned. The mother stored much information with him, that still bothers him today. He and his four siblings have now had to leave and go live with their grandmother, who is elderly. He himself has some physical handicaps. One thing I noticed about him, before I knew anything about his situation, was his level of maturity in my classroom. He is by far the most mature student I have. He is a decent student (would probably be better if he weren't taking care of his siblings) and is never a behavior problem. He is tired a lot(which again we would probably all be if we were that young and taking care of that many siblings)and often sleeps during a break. I often find his maturity level sad (I know that sounds strange), but I feel strongly that he is missing out on what a child his age is supposed to be doing, one of which is not raising a family. I know we all have students in our room with unique circumstances, but his is one that has really touched my heart.
A good education is often the only means of breaking the cycle of poverty for poor children. These children need an education that is founded in high standards and high expectations for all. What happens in our classrooms has a significant impact on student achievement. We should challenge them to prevent decreased opportunity for higher education, which often means less opportunity in life for them. Teachers should be knowledgeable of the cultures in which their students live so they can plan effective and engaging lessons. Additionally, instructional and classroom management techniques that work well with some students don’t necessarily work well with poor children. The viewpoint and experiences of the children need to be considered. Other aspects that can help close the achievement gap include motivation, readiness and parent/family involvement.
K. Holland
When reading each of the scenarios I realized that I see alot of the resources in many of my students. Recently, I had a student tell me that they could not afford to pay their light bill so they now have no electricty at their home at this time. The student has informed me that the family has to go to the grandmother's house often to take baths and fix food. The family even goes home to sleep in the house without any power at night if they are unable to stay at the grandmother's house.
I realize that in situations such as this, the school becomes the safe place for our students. It is not the financial resources that our students are looking for from us, but more of resources such as emotional and role models. When students are placed in situations such as this one, life at school can be miserable. Because students spend the majority of their day with us, we need to make their environment as comfortable as possible. They should feel as if even when things are not the way they would like, school can always be the safe place.
J. Jackson
In response to Mrs. Johnson's comment about redirecting parents, we must realize that because we are discussing families of poverty, many of them do not have knowledge of middle class values. In the school setting, we are using middle class values. As teachers, we have the knowledge that, "We do this because..."The parents may not have knowledge of middle class values. With this, parents have to be taught or redirected in their thinking patterns. They may think they are helping students, when in the long run, they are hurting them.
J. Jackson
In teaching the lower grades I get a lot of different stories from the children. This year I have a new student that has moved here. He lives with his elderly grandmother, because of the death of his mother. The grandmother has told me that he was in a very abusive situation with his father and others.
This child has told me that he has to change diapers and feed much younger childern than himself ( he is only 6).
There was a part in his life that I was not aware of until his grandmother called me. She told me that he really loves to go to school every day and learn with his new teacher. The grandmother also stated that he was not reading, doing math, or trying to sound out any letters until he came to my class. That was a very powerful conversation, and made realize that no matter what "Don't Give Up."
I really enjoy reading everyone's different stories. It really brings to lite that as a whole we are teaching children of poverty daily.
I agree with Ms. Jackson that the school is a safe heaven for a lot of our children. I have a couple of children that start crying when a holiday or long weekend comes up. They do not want to go home for long periods of time.
Unfortunately, I've tried very hard to function in a somewhat emotional removed manner until last school term. I found myself purchasing shoes for a student who's family was obviously struggling financial. He was being teased by other boys on campus and it bothered me tremendously. It was amazing to see how something as simple as a pair of sneakers improved his self esteem.
Scenario 2 (Otis and Vangie) is a scenario that seems to be presenting itself in one of my students this year. He is one of at least five children. He is obviously lacking in several resources. It breaks my heart to watch him try and get frustrated because he has to learn and grow in so many areas at once. It takes so much for him just to manage his behavior he gets frustrated when it comes to the academics.
H Gasper
I agree with you whole heartedly Mr. Watson. Most people know that teachers are underpaid, but most don't understand that we also pay back into our job.
H. Gasper
I really enjoyed the story about Bea and to hear that there was an encouraging ending. I am excited to start hearing about where kids I teach are years later like that.
H Gasper
Ms. Hargrave, it is so amazing how the simplest of things can boost a child's self esteem. I, too, have purchased things for some needy students. We do it not for external rewards but for the ones that are stored up for us in Heaven.
Ms. Johnson, I agree with parents needing redirecting. The problem is some parents just aren't attuned to someone trying to tell them how to rear their child(ren).
There are honestly too many students that I can relate to most of the scenarios. The most common scenario that I tackle with all my students, is that receiving special education is not a bad thing. I am always reminding my students that special education is just something extra added to their regular education; and, of course, I remind everyone that gifted classes are also considered special education! I always have a few guys (remember that these are 5th and 6th grade students) who fight being singled out to come to my class when school starts. I work very hard (and spend a tremendous amount of my own money) to create the type of environment that encourages them to be accepting and willing to grow. The most important thing I can do is provide the love, patience, and support they need to not feel threatened or weakened by needing support services. I also supply cool rewards (not junk, really good stuff that they actually want) and candy as rewards for good grades and behavior (my Learn and Earn treasure tower), as well as buying fun books at lower levels so that they are comfortable to read by themselves, and stickers, funny scissors, glitter, etc. so that they have an extra incentive to participate with the lessons and to THINK! After a few weeks, those tough boys would cry if they had to miss coming, and I always get other students who try to come to my class. One of the best "gifts" I can give all the students is that special education is just another class- it's not an automatice scarlet letter for their entire lives.
Each year is truly a new challenge. Mr. Watson is right. Our job does not end at 3:10. We, as educators are always on call. I can personally say that I have been blessed to be able to help students out with small cost such as school supplies, field trips, school fees and much more. I think to myself if I didn't then how would it affect the child. We truly never know what each child's home life may be. Whether it is financial, physical, or emotional. DeWanna Granger
Wow Mrs. Johnson, you have really seen and experienced alot in your teaching career.
DeWanna Granger
I agreee with Mrs. Cann. Our jobs are becoming more challenging everyday. But, yes we must find new ways of making the best out of the situation at hand.
DeWanna Granger
Since I have been teaching, I have always done things for my kids. I have spent my money to buy things that they may need in my class. I never complain, because I look at my students as my children for the time that I have them, and I do everything in my power to impact their lives in a positive way. I understand the type of home environment that most of my students come from. I have been there, being raised by my great-grandfather and mom and growing up in the projects. I know what it is like to grow up without a dad there to show me how to become a man. Think God that I had my mom and my great-grandfather. I
sometimes share my story with my students, and I tell them that I don't feel sorry for them, and I don't want them feeling sorry for me. I love my job as a teacher. I feel that next to being a parent, the greatest job that a person can have placed upon them is the role of a teacher, being able to impact the life of a child. As long as I am in the classroom, I will continue to give my best to my students. They deserve nothing less than that.
Glenn Antonio Kline
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