Chapter four provides an overview of several characteristics that make generational poverty different from situational poverty and middle class. Some examples of these characteristics are background noise, significance of entertainment, matriarchal family structure, survival orientation, belief in fate, and polarized thinking. There is also an overview of family patterns in generational poverty, as well as an explanation as to how these characteristics surface with adults and students and in school situations.
How does this information apply to the school or work setting?
An education is the key to getting out of, and staying out of, generational poverty. Individuals leave poverty for one of four reasons: a goal or vision of something they want to be or have; a situation that is so painful that anything would be better; someone who "sponsors" them (i.e., an educator or spouse or mentor or role model who shows them a different way or convinces them that they could live differently); or a specific talent or ability that provides an opportunity for them.
Being in poverty is rarely about a lack of intelligence or ability.
Many individuals stay in poverty because they don't know there is a choice and if they do know that, have no one to teach them the hidden rules or provide resources.
Schools are virtually the only places where students can learn the choices and rules of the middle class.
How does this information apply to the school or work setting?
An education is the key to getting out of, and staying out of, generational poverty. Individuals leave poverty for one of four reasons: a goal or vision of something they want to be or have; a situation that is so painful that anything would be better; someone who "sponsors" them (i.e., an educator or spouse or mentor or role model who shows them a different way or convinces them that they could live differently); or a specific talent or ability that provides an opportunity for them.
Being in poverty is rarely about a lack of intelligence or ability.
Many individuals stay in poverty because they don't know there is a choice and if they do know that, have no one to teach them the hidden rules or provide resources.
Schools are virtually the only places where students can learn the choices and rules of the middle class.
Question: Knowing that, as an educator, you are in a position to show students that they have a choice; How are you presenting those choices to your students and how are they receiving them; are you being effective in showing your student s thier choices in deciding their future.
32 comments:
Choices. That is a word that many of our students are not too familiar with. I have been fortunate enough to go through the Father Flanagan's Boys Town Training. In the training, I learned that a lot of children act and react the way they do because they are not aware of the choices they have. They have never been taught to make choices. The majority of the time when a child is given a choice, he/she will choose the best and most reasonable choice.
In my classroom, I teach my students about choices. For example, I might say something like this: "Jay", right now, you are disturbing the class. You can either sit down and join in the learning process with us, or you can continue to disturb the class and get a conduct mark or a referral to the office. Most of the time, the child will make a wise choice. Notice I said most of the time. Sometimes, the child might be a little reluctant, but it's nothing the old mean and hateful "teacher eye" can't correct.
For lack of knowledge, many of our children suffer and "die". If the only thing our children know is what they see in their homes, then we can't expect anymore than that. But, when we teach them about the choices they have, we are equipping them with the knowledge they need to survive in society. If all I know is welfare and food stamps, then that becomes part of my goal and dreams. But if someone shows or gives me choices, such as college, armed services, and the work force, then I become equipped. I then know that outside of the realm of government assistance, there is something rewarding and beautiful.
I am inclined to believe that my students are receptive to what I have been trying to teach them about choices and life. Sometimes, they remind me of things that I have said to them for the betterment of their minds and hearts. It's strikingly amazing. They are never too young to comprehend the choices in life.
I have used myself as an example. I express to them that I could have dropped out of school and became a menace to society, or I could have finished school, went to college, and became something in life. I ask them which would they rather see me as - a teacher or a street-corner thug. Of course the majority say a teacher. For a thrill and to humor themselves, some choose the latter. But here again..choices. I remember in my younger years, I thought the world of teachers. I held them to high esteem. After God, came teachers. They were like the untouchables. I thank God for that, too. I saw choices when I saw my teachers. I could have been like some adults I knew who were doing nothing with their lives, or I could have been like my teachers. Of course, you know what I chose. And, I want my students to view me...teachers... as a choice to get out of their poverty-stricken situations.
I agree with Ms. Neal's comments about choices. I begin my school year by explaining the importance of choices. I explain good choices and bad choices. Often we discuss LEAP in the fourth grade. Students will often remind me, as the year goes on, when they see another student dirupting class, of our beginning of the year "choices" discussion. All of the sudden you can hear them lecturing other students about choosing to learn or choosing to disrupt other's learning. I think we have to give student's choices. And as a result of this, we need to show them what to expect from making choices (the good and the bad). Often we are so busy punishing the bad choices, that we forget to acknowledge when they make a good choice. If we want those behaviors to stay, we must reinforce those as well.
Candor is a good way to relate valuable information to vulnerable students. As an educator, I believe that my responsibility to my students is to provide them with frank, honest, and open dilogue. They need to be reminded daily and consistently that they can be the exceptions to the rules of generational poverty simply by the choices they make as early as now. For the most part, students listen and conform. Students often relate their experiences to their parents. This is a good place for all to start.
Evory Johnson
Thanks Ms. Neal, having and making choices should be taught to our students.
Evory Johnson
Also, Mrs. Hall; Analyzing good and bad choices is a fantastic way to compare and contrast the choices students make.
Evory Johnson
Each day, we end our morning announcements with, "Make it a great day or not, the choice is yours!" Hearing that statement on a daily basis, our children know that there are choices you can make and those choices are from two different ends of the spectrum.
I find that a lot of our children do not have any background information to prepare them for various situations. In the beginning, I somewhat assumed that our students were aware of some of the topics being presented, however that was not the case. Our third grade reading text includes stories where the characters must make choices. I take the information presented in the story and relate it to real-life situations.
Making choices in the classroom is not the only decisions the students are presented with. Because of relating the lesson to real-life situations, we are often discussing things throughout the day about their future. As I said before, our children do not have much background information on various topics. Due to this, I provide them with visual aids in order to have better insight on the topic. We may look at a short video on an occupation discussed during a social studies class so they can better understand what is being discussed.
By providing them with clear background information, students have an in depth understanding of what is going on around them. With this practice, I know that my students have learned more than what they would have just using the textbook. I hope to enlighten my students and have them know that there are many choices they can make about their life. They have a lot they can choose from. And with the background knowledge being presented, they can make positive decisions that would benefit them for a lifetime.
Janitra Jackson
I also agree with Kimberly Neal about making good choices. Education is the key to getting out of and staying out of generational poverty. I believe being a positive role model is effective also.a It isn't about how much money one makes, but how one obtained his/her status. Good "ole" hardworking and reachable goal-setting avenues are keys to success. Educators should try to dress for success. That means being modestly dress, clean, well-groomed,speaking intelligently, and presenting a strong demeanor. Students need to see this in us.
As Ms Neal said, I talk to students about choices. Even at the beginning of each day, there is a decision to be made. I tell them to make the best possible decision at all times. Our students know we are here to help them succeed, even if it means helping with a already late project, combing hair, paying fees, or just saying, "You can do it."
Augustine
I think a daily dose of reminding the students of choices is good. I agree with Ms. Jackson about our reading text. It does lend itself to making choices. I will really have to focus on that aspect of the reading. Thanks Ms. Jackson!
Aha! Rewarding and acknowledging positive behavior! Mrs. Hall, you said it. That's why I keep so much candy in my room. Sometimes when I am on duty in the morning, I like to catch students being and doing good. I reward them, but not before I explain to them so that others can hear, why I am rewarding them. It works! Now, I don't want anyone (colleagues) coming to my room for candy. It's for the children...most of the time:)
Mrs. Neal and Mrs. Hall,
I too use the reward system for good behavior. I must admit that I stole the idea from another teacher but it works! I watch for students who display excellent behavior, who follow expectations, etc. To reward them, I issue the students tickets to be put in a box for a drawing. The drawing can be made for various items and the students have no idea when or how many tickets I will pull. However, they have realized that they must display some very necessary behaviors in order to get their names in the box and the more the positive behavior is displayed, the more their name goes into the drawing.
With this type of reward system, I am seeing more positive behavior because I am using positive rewards. Therefore, for the most part, the students are making better choices!
Janitra Jackson
Miss Jackson, I agree that our students need to know that it is their choice to make their day great or not, and they determine to what degree. Regardless to what their day is like, they can be assured that "this too shall pass."
Augustine
It is my belief that I have always explained to my students that the choices they make today may eventually affect them tomorrow. In my class we often discuss the consequences of our actions and how they affect the group as well as the individuals that comprise the group. Our children are often not aware that what they are doing is 'wrong' because itis accepted in their environment. To effectively provide the students with the tools they need to 'survive' in the middle class and beyond we must give them multiple exposures to that environment. We should never assume that they know or that they should know. That is why I am always in favor of taking students on field trips and guest speakers because often the school is the only place that will provide an avenue for them to explore many of these places. We cannot neglect the role we have. We must understand that we provide the gateway by which many of our children can enter the 'promised land.
Explaining choices is very important. I also agree that being frank and honest with our students is very effective. Because they live in an 'in your face' environment, many of them can appreciate when you, pardon the worn out expression, 'give it to them straight'.
I believe everyone that is contributing to this discussion is doing their part to provide our children with the tools they need to break barriers and achieve. Hopefully this is the case throughout our halls. Each of our children deserves the opportunity to be enlightened and I hope that our group is not the only faction of the faculty that provides these tools for success.
When I was young, my dad always said “Think smart. Act smart. Be smart.” He always reminded me of my options, asked me if I had thought about the consequences, and encouraged me to make the wisest choice. Of course, at the time, I didn’t think much of this process; but I have carried it with me through the years and am so thankful to him for it. I now find myself doing this with my children at home and applying it to my students in the classroom as well. My students are younger and most have probably never considered their choices or thought about making wise decisions as a process. I use my dad’s advice in very simple terms. Just getting them to take the time to consider what they are doing, what will happen, and the result/how it will make them feel will promote wiser choices as they get older and their decisions become more important.
Karen Holland
Mrs. Hall, you are so right when you mention that we are often so busy "tending to" the negative behavior that we often forget to acknowledge the postive behavior. I think our positive bahvior plan will help bring about more consistent recognition of the good decisions and reward those who are deserving. How does the saying go? You get better results with honey than with vinegar...(?)
Karen Holland
Wow! Your dad was wise. To be so lucky!
I also explain to my students what I see them doing and they have a choice to continue down that destructive path or they can choose another one. This year I have seen more children who are very unmotivated to try at school. To help encourage the children we have talked about what they want to be when they grow up. I told them they can be anything they want to be and I list several things. Some of my children had never considered the option of being a doctor or lawyer or teacher. After they decided on one or two things they want to be we talked about the things they needed to be able to do to achieve this job and how what they are learning in my class will help them with this. This greatly helped them stay focused on their activities longer. If one forgets why they are there I remind the by calling them by their desired profession and their first name. Their faces light up and they get back on track.
H. Gasper
Meredith I love that your students point out the choices to other students. That shows that your talk is making an impact on them.
H. Gasper
What a great way to use your reading series for another reason Mrs. Jackson. It's so nice and easy to use what you have instead of having to make new. What a great idea.
H. Gasper
Hello there! Making choices, whether good or bad are so hard for some students. They would much rather have an adult do it for them. My daughter was once like that. I would tell her, just make it. I will advise you if you make a wrong one.
Augustine
As a 1st grade teacher I am always using different situations to show the children that there is much more out there in the world today. We are always talking about what they want to be when they grow up and how they can get that achieved. Most of the chilren are reseptive of the information with a positive view point and can add things that relate to their goal. There is one child that says that he will not graduate, go to high school or college. He tells the children that he will be in jail or not here. It appears that some one at home or in the neighborhood is telling him this. I always encourage him to think positive and give him the opportunity to talk if he wants. I also answer questions that he has concerning the "real" world.
As an educator all of us are motivators. I use the first five minutes to introduce the Heroes of the Week. These are successful people who through many struggles came out triumphantly. I tell them they too can have bright futures, but they must make the right choices.
Cleoria Dunn
I agree with Ms.Neal,
We can empower our students to make a change for the best. They don't have to choose welfare. They can live better lives than their parent.
Cleoria Dunn
I agree with Ms. Neal background knowledge is a very powerful tool.
Cleoria Dunn
Mrs. Hall, I notice you mentioned that your students point out the choices to other students. I also see this with the players on my daughter’s basketball team. Her coach is a big believer in options and choices. I remember thinking “Wow!” the first time I overheard the girls talking about their options, how they should respond, and what they did or did not want to deal with regarding the consequences. It worked sooo well with this group of girls. That shows that positive, constructive talk, adult voice, is making an impact on them. We can do the same with our students by reinforcing this everyday.
Karen Holland
I believe choices are so important to our children. Without choices the students would never realize how choices can be both a change for the best or worse. I always encourage my students to make the right choice and my favorite saying to them is, "you can lead a horse to water but can't make it drink. We, as educators can lead these children towards the right choices but its up to them to decide the right or wrong.
DeWanna Granger
I agree with you Mrs. Johnson. Students do need to be reminded daily that they can be the exceptions but it is up to them to make the right or wrong choice in life.
DeWanna Granger
Great comment Mrs. Hall. We are often to busy doing exactly that. We do need to remind ourselves to reward those that are making the right choice.
DeWanna Granger
I have found it to be vital that I inform my students of the importance of choices, whether good or bad. It is most obvious when it comes to homework/assignments. I always make them aware that they "chose" not to complete the assignment. Whenever an opportunity arises I give them some examples of my personal experiences with choosing to succeed. Most times they find it shocking to learn my background is very simimlar to theirs. I ask them about thier goal and try to hold them to what they've said. If they tell me they want to be a doctor, I call them Dr. ____. I have also done projects in which they have to research their prospective careers in order for them to know what will be required to accomplish their goal(s).
Chapter 4 talked about generational and situational poverty. I grew up in situational poverty. There were times when my mom didn't have a job or was on welfare. Often times, we went without a lot of the things that we wanted, but we always had what we needed. My mom was a very proud woman who didn't like to take handouts from people. My mom and great-grandfather often talked to me about the importance of getting a good education, saying that it was the one thing that a person could not take from you. I've remembered that over the years, but I have also come to realize that by getting a good education, I have more choices. Education can open up doors for you. I grew up in poverty, living in the projects. I was very determined to get away from them, as well as my hometown of Tallulah altogether. Children of poverty need to understand that just because you are born in poverty doesn't mean that you have to spend your entire life there. You have a choice. The value of a good education must be stressed to them as well.
I believe that I am showing them everyday that they can do or be whatever they want. When appropriate, I like to tell them some of the things that make show them how much our lives are really alike. These children can't see that we were ever anything other than clean, well-fed educated teachers. I like to add in how I worked at Popeye's when I was first in college (and how hard cleaning out the chicken grease from the warmer was)! I add enough so that when they are open up a little about their family falling apart, they know that I have hurt, too. We have to be very careful to not provide too much information, but they need to know that CAN deal with whatever happends and they CAN be whatever they want. I love to drop little encouragement- like when "Joe" does really well on a math test, I'll say "Wow, okay now promise me that when that you will remember me when you become a millionare banker" or after recess, telling "Don" that "you better send me an autograph when you start playing in the NFL". Those little ideas carry more influence than we realize.
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