Chapter 4: Class

For the Chapter 4 info, I read two chapter excerpts from the book Understanding Poverty. I found the first part of this reading to be very interesting. The author wrote in a way that encouraged the reader (a teacher) to think in the perspective of children who are living in poverty. The author provided many examples for the reader to put him/herself in the shoes of a child who may be struggling with the issue of moving from place to place, living with several other people (related or unrelated to them), or lack of access to resources. After creating this image, the author goes on to give specific strategies teachers can use in the classroom to support these particular students.

It appears that the author feels that possibly teachers lack the resources they need in order to support children living in poverty or that teachers are not recognizing what can be done to effectively support these children in such conditions. It was great to see these specific issues brought to light and put out on the table, because I think it is very easy for teachers to forget where their children are coming from, and I think some teachers (unconsciously) let children such as those living in poverty fall through the cracks without recognizing that they need help. While this specific chapter does not address signs for children living in poverty (although it may be obvious in some cases), I think the strategies and tips given by the author are helpful in future situations when I will be dealing with children in my classroom who come from a less than fortunate background.

One section I was surprised to read about was at the end of the first chapter excerpt titled "Great Expectations." In this short, two paragraph section the author specifically tells the reader (teacher) that they cannot allow themselves to hold students that come from poverty situations to lower standards and expect less of them when compared to their peers. It may be easy for some teachers or to make excuses for children who come from poverty situations such as, "Oh, he's had a hard life," and think that excuses like that can suffice for possibly getting out of certain situations. The author stresses that as teachers, we should expect great things from all of our students, not just students from a particular social class, culture, race, or any other defining factor. Great teachers will expect great things from their students and expect them to overcome challenges instead of letting challenges overcome them.