Opening Doors for Children Experiencing Homelessness

1. Opening Doors for Children Experiencing Homelessness Sheryl Nussbaum-Beach Guidance Statistics Specialist Virginia Beach City Public Schools Adjunct ProfessorCollege of William and Mary

2. Sandra Dowling, Maricopa County School Superintendent • “When a new teacher comes to the school, I tell them, “If you went into teaching to make a difference, I want to welcome you. But with these kids, you wont make a difference: you will be the difference. “

3. Who are We? • How many of you teach homeless of at-risk children in a classroom? • How many pre-service teachers? • How many service providers to the homeless? • Who else? • Why believe me?

4. What do teachers need to know about students experiencing homelessness? • Understand the life circumstance and needs of homeless, highly mobile, and poor students. • How to seamlessly integrate life skills into curriculum • How to work with the wiggle (learning styles and engaged learning) • Understand that we respond to highly charged, drama-based motivation

5. What do teachers need to know about students experiencing homelessness? • We want you to be someone we can trust and share what’s going on with you—remember we have been trained to not tell. • We have a very poor ability to conceptualize • We have poor organizational skills • We need loose structure with stability • We need a personal space and are possessive of our belongings

6. What do teachers need to know about students experiencing homelessness? • Our parents and us do not want to describe ourselves as homeless (would you)—We see this state as very temporary.        • We can be both an over-achiever or an under-achiever • We seem very mature in a hip-worldly way. • Our parents are afraid of “big brother” • If I am the oldest homeless child I spend a great deal of my time providing child-care. Help me have a childhood. • When you help our parent(s) you are helping us.

7. Teaching Strategies that Work Best for Homeless Kids • Ownership in the rules and their learning • Motivate them • Motivation is important because it helps determine achievement. • Motivation will allow achievement regardless of life circumstance or intellect. • Set high standards

8. Teaching Strategies that Work Best for Homeless Kids • You are a living textbook • Do like Dewey • When you have kids of high poverty in your classroom you are not just teaching content anymore– accept it. Marva Collins says… “Teacher inabilities are as prevalent as learning disabilities.” Sheryl adds “… and sometimes in direct proportion.”

9. Teaching Strategies that Work Best for Homeless Kids • Build self-confidence and positive self-concept • Self-esteem and Self-control are closely related • Establish relationships • Prepare for the next transition • Teaching methods that work best with homeless kids work for all impoverished or at-risk kids and their parents.

10. Teaching Strategies • Planning and Preparation are Key • Constructivist- Problem-Based Learning • Active and Imaginative Problem Solvers • High Standards and High Expectations • View them as at-promise - rather than at-risk • Teacher’s job is to break the cycle of poverty

11. Water Downed Expectations • “What hurts us more, is you teach us less.” • Haycock (2001) says… “…we take the students who have less to begin with and then systematically give them less in school.” • And then we call it best practice…or differentiation.

12. Student Motivation to Learn • Emotional Trauma = Low Self-Esteem • Crave attention and the need to belong • Desperate for “good girl/boy” and approval • Give them a reason to work hard for intrinsic rewards. • If they came to you from the desert—needing water– would you withhold it from them to help them learn?

13. Motivation to Learn • Severely damaged self-image causes shut down at criticism. • Can’t deal with criticism as a way to self-improvement. • Learn to isolate the behavior from the person and look for opportunities to blossom.

14. My Goals in Working with At-risk Students • To build meaningful relationships, establish trust, and try to give this kid the missing tools in his/her toolbox • Blossoming with specific praise • To move them from extrinsic motivation to intrinsic motivation • To teach them self-government and other-mindedness

15. Involving homeless parents or at-risk adults: • Teacher attitudes • Welcoming school—have a plan • Meaningful involvement So how do we overcome the barriers?

16. Needs of the At-risk Parent • Ruby Payne- Hidden Rules • Like vs. Learn • In your face vs. policy and issues • Food • Did you get enough? • Did you like it? • Beautiful presentation

17. Here are some of the things at-risk parents need you to help them understand… • Help me understand “dress for success” • Help me with interpersonal skills • Give me some marriage/parenting tips- to break the cycle… modeling • Family-focused programs with a possible two generation approach to education • Horizon Plus

18. Here are some things at-risk parents need for you to understand • That our family roles are lost and distorted due to my circumstances and often family traditions you take for granted are nonexistent. • Need someone to not misunderstand our survival decisions… someone who could detach from judgments. • Need someone to understand… I love my kids. I want them to succeed.

19. Man is so made that whenever anything fires his soul, impossibilities vanish. -- Jean de la Fontaine