Building Hope: Among Low SES Students

Building Hope: Among Low SES Students 

 The good news is that core skills and hope for a child from a low socio-economic status family or home can be built overtime. When using research based strategies, over time one can change a students brain and thought process.  Starting an educational intervention at a very young age would be most beneficial to a student in hope of them growing up with a positive thought process.

 Intelligence is not necessarily 100% genetically determined, which proves that we can help students in low SES situations in hopes that they change from previous generations.  A very crucial part of working with students who are from low SES families, etc is that "brains can change."
 (Teaching with Poverty in Mind, pg 47, Jenson)  Knowing that the brain can change and we can instill core values and hope within a child is a key factor that teachers and educators in general need to keep in mind.  Changes in the brain can be positive or negative as well as being gradual or instant at times.  For example, exercise, learning, and quality nutrition can be very positive changes.  As for negative changes in the brain may include; chronic drug abuse, long term neglect, and boredom. 

One can have "experience based" brain changes.  An experience based brain change can include; playing video games, which enhances a player's attention skills or even intensive language training.  As a teacher and even in the classroom I am currently student teaching, one can do their best to implement changes among the students. Students of low SES can build core skills by learning to play an instrument, read music, or even play strategic memory games.  When doing activities as such student can gain sensory and motor ability.  When teaching a student to play an instrument they can benefit by higher order association areas of the brain that can result in improved attention, processing, and even sequencing. 

My colleagues and I can implement certain strategies in order to improve the educational level of students within our school.  As mentioned previously, brains are "designed" to change, which is incredibly beneficial on a multitude of levels.   Everyday a student comes to school there is an opportunity for change and growth; this is where the teacher’s role comes into play! A child's IQ can be affected by many factors, which include; home environment, living conditions, interventions, and even early childhood experiences.  If a child is exposed to these factors and does present a low IQ, a teacher can implement something called fluid intelligence. 

 Fluid Intelligence is a students rapid ability to adjust their strategies and thought processes from one context to another.  By fostering fluid intelligence it will be prepare children to adapt to their current environment.   Students in low socioeconomic situations and families often are forced to adapt to a daily change in environments, and most likely the environments are not positive. Fluid intelligence can include many different strategies and useful skills such as; problem solving, pattern recognition, and abstract thinking. It is important for teachers to instill in children a sense of self reliance.  Myself and my cooperating teacher can try to teach the children in ways to let them know the material has a relation to their lives.  I think sometimes students feel that the material they are learning is simply "just for school".  But in reality the material carries on to your home life and beyond.  Teachers can emphasize the value of a relationships of concepts that come from outside of formal instruction.  Students need to learn and adapt to practice concepts on their own and not just when being directed by an individual.  

Overall, as teachers we need to show love and support to the students.  Encouraging an dpositive comments can truly change a students outlook; and fo rmany children in poor situtations they are in need of these kind words.  Far too often children don't hear, "you can do it" or "I believe in you", from their parents.  Teachers need to all around be a role model, friend, and coach to their students. 

Resources:

Jenson, Eric. Teaching with Poverty in Mind: What Being Poor Does to Kids

Brains and What Schools Can Do About It. 2009. 

Poverty is Not a Learning Disability. 2012.  Corwin Press. http://knowledge.sagepub.com/view/poverty-is-not-a-learning-disability/n4.xml