After School Program Analysis: Whatever It Takes By Paul Tough

Response to Lewisetta In practice, educators use many terms or labels to discuss children and families who live in poverty. Gloria Rodriguez and James Fabionar (2010) assert that the many terms we use should serve "as a reminder of how often we are called on in education to talk about -- but not necessarily to" -- our students and their families who live with low incomes (p. 64). As educators, we must be sensitive to the effects of poverty on our students' state of mind and ensure that we separate their developing sense of self from their living conditions. As a starting point, we must be extremely careful how we talk about children who live in poverty.

Paul Tough’s Whatever It Takes focuses on Geoffrey Canada’s program, “The Harlem Children’s Zone”, which aims to take students living in one of the lowest performing districts in New York City and keep them on track for graduation and eventually college. This book shows the various challenges that come with trying to change a system that has built to fail these students. One of the earliest lessons that Canada learns is that in order to make a major difference on these student’s lives, he needs to have a comprehensive approach, which would keep the students on a “conveyor belt” to college. Canada’s approach was different from previous attempts to close the achievement gap because instead of choosing to open his program to all students in New York City and only be able to accept a small percentage of the students that apply, Canada chose to focus on a specific zone in Harlem and commit to fully supporting all of the students that lived in the chosen zone.

In "Nine Powerful Practices", Ruby Payne submits that she has developed prescriptive interventions essential to increasing educational success for financially challenged students. She asserts school children from families lacking academic teaching have not learned acceptable ways to conduct themselves, converse, or learn in a defined educational setting, Payne identified nine interventions to assist educators in supporting students from families stricken with financial hardship to increase their instructional prosperity through the gift of education. She recommends establishing a supportive affiliation based on genuine actions to foster excellent academic results and to offer a sound foundation. Consequently, education flourishes in complementary

Starting anything new is full of fears, difficult times, and a huge amount of stress. That's exactly the way I would describe the beginning of the program I started at the Medomak Middle School. Papers were signed and resigned, meeting had to be scheduled and held, and an abundance of e-mails were exchanged. Everyone could tell the beginning of my junior year in Medomak Valley High School was loaded with stress. Although this program starts out sounding like a train wreck it blossomed into a beautiful and strong program.

Even if they are almost finished with a task they will see no hope for finishing if it is to hard. Studies concluded, that students who live in poverty will display impatience, inappropriate emotional responses, and unable to have empathy for peers misfortunes. Trying to empathize for these students is key. "A teacher cannot change the students bank account p, but you can change what is in their emotional account"(Jenson 23). Teachers and teens can begin to change their school, not only for the students who live in poverty, but as a whole.

According to research taken in a U.S. Census, many people continue to live in poverty even though the state is recovering from the recession that occurred in 2007-2008. Poverty greatly affects any children that may be living in the poverty-stricken home in a positive and a negative way. Poverty can stunt a child’s long term outcomes,

IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers, parents, and leaders to develop an afterschool program to help underpriviliged students who may not have resources at home to help with education or who may need extra help with learning. Students are also provided food and activities that promote self-awareness, leadership qualities, and physical/extracurricular activities that they wouldn 't have access to otherwise. It also created programs that bring students and their families together to show students they are a part of their success. All of the students ' diverse cultures are celebrated.

In class, we discussed how childhood poverty can lead to being in poverty during adulthood. This can be due to several reasons, including a lack of education. Investing in both primary and maternal education could help to reduce the issues that poverty brings to families (Poverty 1 Lecture, 2018). “After school, Enrique sells tamales and plastic bags of fruit juice from a bucket hung in the crook of his arm,” (Nazario, 2002, p. 28). Enrique is forced to help his family while going to primary school, which, as discussed in class will make it harder for him to stay in school and the cycle that was started by being in poverty (Child Labor Lecture,

Their children are more likely to suffer health and cognitive disadvantages, come in contact with the child welfare and correctional systems, live in poverty, drop out of high school and become teen parents themselves” (Heller). Education is the most important in life and I believe it is can help to reduce child poverty if all the children are in

Typically, the instructors and staff of the schools and centers are also people who have grown up in underprivileged neighborhoods and have a genuine understanding of the needs of these children and are willing to put in the extra time it takes to prevent failure. In both his autobiography and the docudrama, Waiting for Superman (2010), Canada’s Harlem Children’s

Introduction The book I will be reviewing is Teaching with Poverty in Mind written by Eric Jensen. The book was originally published in 1950 while our copy was printed in 2009 through the ASCD publication company. This book is used in our EDUC 200 Developmental Sciences and the Context of Poverty class to give us insight to challenges that could be present with poverty and schools. Jensen’s book illustrates the story of Mr. Hawkins a teacher’s experiences and growth working with children living in poverty.

Since that’s not going to happen anytime soon, educators can still take many research-proven steps to foster equality of opportunity in education “, said Paul C. Gorski in his article Building a pedagogy of engagement for students in poverty . In the essay Gorski shares some of the anecdotes that he has experienced throughout his career with students that come from a low income family, he also gives some of the strategies that teachers should be taking into consideration in order to help close the achievement gap. As the previous quote says, poverty cannot be eradicated from one day to the other, it takes times and efforts, but teachers should provide equal academic opportunities to students in their classrooms. The first strategy he proposes is “expressing high expectations through high order engaging pedagogies”, where teachers should express high expectation from all of his/her students no matter social class, and it’s been proved that low income students do better if the expectations are higher and they feel engaged. The second strategy is to enhance family involvement.

It is a win to win situation. Successful school interventions and strategy improve student outcomes for the quality of the culture.(Helme, Lamb,& Australian Institute Health and Welfare, 2011). Vision Lamar CISD vision with the collaboration of the administrators, teachers, and parents would be to ensure inclusion students and ELL students reach a proficiency and potential of the skill set.

Additionally, educators at this school include learning experiences that allow students to explore events, concepts, issues, and themes from multiple perspectives. The imperative aspect of the curriculum should be relevant to the lives of diverse students and should reflect their everyday aspects of life and daily experiences. As a principal, Mr. Stone, takes every effort, in constructing small learning environments, fostering continuous relationships between adults and students, and creating advisory systems for academic

Lack of support from home is also a perennial challenge. [11] Poor children can grow into poor adults. Therefore, the System and educational policies have to be changed to cater for these