Teaching with Poverty in Mind Chapter 2

If you would like to read my second chapter journal entry, it is available at this link https://www.dropbox.com/s/ho5u8wgtbt8af2g/journal2.pdf

The second chapter got much more in depth about how a student's brain is affected by poverty, and specifically their behavior and emotional responses. We had a great discussion at my school after reading this chapter. 

Some of the most striking discussions, to me, were about how behavior and emotional responses are learned, and how our role as teachers, even high school level content teachers, is to help teach those emotional and behavioral responses. 

In addition, we discussed how many students come with emotional baggage, and part of our job, in order to make them successful, is to help build up their emotional 'bank account.'  We can do this through building relationships. 

This is a very very short reflection and summary on the second chapter. The second chapter can be seen at the same link that the first chapter was available (see previous post). 

I'd love to hear specific strategies that you use to teach problem solving and to build up emotional responses and teach behaviors, particularly in a high school setting. I think, as high school teachers, we don't do as much of this as elementary teachers do, but it's still important. 

The school culture makes a huge difference, but we as individual teachers can change the climate within our classrooms, and can play a role in the overall school climate. 

Printable Free Testing Sign For Your Classroom

I know that many of you may have testing coming up (we have midterms and state tests coming up).

It can be handy to have a nice-looking sign to put on the door.  I made two versions, ready to print.  One for "do not enter" and the other for "quiet please"

Both can be downloaded here:

How to Clarify Photosynthesis & Cellular Respiration: A Free Foldable

Teaching Photosynthesis and Cellular Respiration

Here is freebie for you.  I don't know if anyone else is enjoying a snow day, but I'm using it to get a few things done (one is getting this photosynthesis and cellular respiration resource polished up and posted).  

A free resource

Here is a FREE FOLDABLE that compares cellular respiration and photosynthesis.  Students so often get confused, but it really can help to clear up misconceptions when they see the two processes next to each other, and compare them. This foldable has students break down both processes into categories such as where they happen, what are the products, what are the reactants, and more.  
It really helps students to visualize, and to see how the two processes fit together.    This freebie gives you the basic directions to make the foldable.  

    Enjoy!      If you are looking for a more polished version, that includes a printable template and more complete directions that is available here

For more information on how I use foldables, and why they are a great strategy for your students, you may want to check out this link on reasons to use foldables with your students.

If you have never used foldables, this article is a good explanation of why they can be really beneficial.

Other Photosynthesis and Respiration Resources

If you are teaching photosynthesis and respiration, they can be confusing for students.  It often helps to sort the terms and components into categories: photosynthesis, respiration, or both.  I have my students do this digital version, and they really get into it!  Students can move the words and sort them into the correct category.

Depending upon the class, sometimes we do it together on the board, or in a 1:1 setting they can do it on their device. It can also be a great station as part of a review activity.

These topics can be confusing, but even some of my struggling students were able to learn them successfully when the processes were broken down, compared, and they were allowed to practice with them.  How else do you help your students understand photosynthesis and cellular respiration?

Looking for Task Cards That Will Make Your Students Study?

I don't  know if you have used task cards yet in your classroom.  I had never heard of them until I started hanging around the Teachers Pay Teachers forums, and reading some of the other blogs.  Even after I heard about them, I was afraid they were too elementary.  It seems like the elementary teachers are often the ones talking about task cards.  Boy.....I was missing out.  I haven't used a few sets, in a couple of different ways, and plan to use them more often (I am teaching all high school this year). 

If you haven't used task cards in your classroom yet, they can be used a lot of different ways.  They could be a warm-up or closure activity that is used with a projector (in my set I created a full-size version and a 4 per page, card version).   They could also be used for review activities such as "scoot," "roam the room," or put a few at each station.  Another one of my favorite things about task cards is that they are easy to differentiate.  In my set there are 5 different levels of questions on each topic.  You can certainly pick and choose which cards you use, or which cards are used by each student (you can even assign them card numbers to work on).   

For more information on task cards, click here or here. 

I created my first set to post on Teachers Pay Teachers.  See the picture preview below.  

They are human body systems task cards.  This is a topic that is commonly taught in 4th grade, again in middle school, and again in high school (at least here in NY).  These cards go from a basic level to more complex.  They include a total of 50 cards, where 5 of the cards on the human body systems in general, or together, and then there are 5 cards on each body system.  

Here is my first bit of feedback!   That makes my day!! 

 Do you  have particular topics on which you would like to see task cards?  What tips do you have for using them?

These are also part of a larger bundle of human body activities, which include labs and foldables on the respiratory system, digestive system, circulatory system, skeletal and muscular system, and nervous and endocrine systems

What happens when you are on vacation?

What do you to to be able to rest and relax over vacation?  I have often times used vacation, and school breaks, as a time to catch up/clean up/get ahead/get organized.

I also have a bad habit of procrastinating.  Not usually, but over vacations.  When I know I have a long time to get work done, I still find myself finishing up grades on Sunday night.

This vacation I did something different, and it may be the best decision that I've made in a long time.  I did my school work at the beginning of break, and pushed hard to get ahead on some before school ended.  I am not doing anything except what I need to do (grading, lesson plans for when we go back).  I'm not using the break to work on any projects. I literally put my schoolwork back in the car so I wouldn't see it in the house during vacation.

I'm making a conscious choice to use the break to relax.  I have read 3 novels so far (granted 2 were while I was sick on the couch one day).  I have played several board games with my kids.  I got together with a friend I haven't seen in a while.  My plans for the rest of vacation look similar.  I've been to the gym several times.  I hope to go a couple more.

I think it will make the transition back to school a little tough, but I also think I will be healthier, more relaxed, and more prepared, mentally and emotionally for the rest of the year.

Despite what everyone says, teaching is a draining job.  It requires long days, on your feet, being "on" and being emotionally involved with a lot of needy kids, and a lot of political pressure.

I know I don't always do the best job during school of maintaining balance and making sure that my stress doesn't flow over onto my family.  I'm trying to make up some of it now.

How do you use your vacation time?  Do you get ahead?  Or do you focus on other things?  What do you do to keep some balance for yourself and your family?

Teaching with Poverty in Mind Chapter 1

My school is an urban district with high poverty.  We are doing a book circle this year on the book Teaching with Poverty in Mind, by Eric Jensen.

Every few weeks we are reading a chapter, and then we are meeting to discuss.  The first chapter is basically an introduction to the various types of poverty, and defining poverty.  There were a few quotes that really stuck out to me, and interesting conversation that ensued afterwards.

The author defines poverty as "a chronic and debilitating condition that results from multiple adverse synergistic risk factors and affects, the mind, body, and soul” p. 6

It is a good reminder to me to think about all the risk factors that weigh into students' lives who are truly living in poverty. Poverty is by far not only a financial situation, but something much deeper.  When we stop to think of all the things kids are up against (violence in the neighborhood, poor nutrition, lack of family support, etc, etc., etc.) ....it becomes clear how it could affect the mind, body, and soul.  I think this perspective is important to keep. This leads me to two questions about my teaching practice. We will see if any answers come out of the rest of the book.  My two questions raised were: 

1)      The section on teaching practice noted a change in school culture, to one of empathy, and understanding, rather than pity.  I want to keep this in mind, myself, on a more regular basis, but I also want to think about how this change could take place on a larger scale, and what specifically, this would look like.

  

2)      I also wonder, especially with the importance of understanding being noted above, how to best bridge the gap that is present in many cases between the culture of urban poverty, and those faculty and staff who are not from that culture.  I think understanding is important, but how best to reach that understanding.  I think some level of understanding is relatively easy, but how deep of an understanding can be reached without a shared experience?  There is really a disconnect between this culture of poverty and the culture of school and higher education that we want students to be prepared for.

You can actually read chapter 1 and 2 here

Whether you have read the book or not, please chime in with your thoughts. I would be curious to hear from those who teach in high-poverty districts and those who don't.

My New Year's Resolutions

I was invited to participate in a linky part on New Year's Resolutions.  Here are mine:

And here is the original linky, maybe some resonate with you?  What are your goals for the upcoming year?  Feel free to comment.