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A Framework for Understanding Poverty

A Framework for Understanding Poverty

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A Framework for Understanding Poverty

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  1. A Framework for Understanding Poverty Chapter 6 Support Systems

  2. Categories of Support • Coping Strategies – Ways of coping with daily living. How you approach task, priorities, and what you need or not. • Options During Problem-Solving – Ways to solve a problem • Information and Know – How – Who is going to help the student with homework or going to college.

  3. Categories of Support • Temp Relief from Emotional, Mental, financial, and time constraints – These are people that help when you are upset, helps you finish something, helps with children when you need a break. • Connections – Who you turn to when you need help • Positive Self-Talk – Voice inside your head that encourages you. • Procedural Self-Talk – Voice inside your head that talks you through a task.

  4. Support Systems Schools Use • Schoolwide homework support – Last 45 minutes of the day was use for homework. • Supplemental schoolwide reading programs – Computerized Accelerated Reader program . • Keep student with same teacher for two or more years to build relationships. • Teaching coping strategies – small groups that work on coping strategies to use on children.

  5. Support Systems Schools Use • Schoolwide scheduling – Putting students in groups by skill to improve test scores. • Parent training – Each teacher sending home a 15 min video tape that give and intro, overview of class, expectations, and encouraged parent to visit or call. • Direct-teaching of classroom survival skills – teaching study skills.

  6. Support Systems Schools Use • Requiring daily goal-setting and procedural self-talk – Setting goals and at end of day take 5 min to see if all goals are met. • Team interventions – All teachers of a student meet with parent to make a plan to help that student.

  7. A Framework for Understanding Poverty Chapter 9 Creating Relationships

  8. Locate a resilient kid and you will also find a caring adult – or several – who has guided them.

  9. Creating Relationships • We have always known that relationships make a great deal of difference, sometimes all the difference. • BUT • Since 1980 we have concentrated our energies on “achievement” and “effective teaching strategies.

  10. Creating Relationships • How • Through support systems • Caring about students • Promoting student achievement • Being a role model • Insisting on successful behaviors