Children Of Poverty Analysis

This paper gives a perspective into how children of poverty are affected academically. Poverty is considered to have a lack of money or material possessions. Meanwhile, poverty is used to describe many different life situations. Some students experience different levels of poverty. Generational poverty is where the family has not benefited from education or has not moved up or is not respected in a job position. Working class poverty is when the family is living pay check to pay check, to make ends meet. Immigrant poverty is having little to no resources, language and cultural barrier hindrances do with being new to the country. Situational poverty involves the person or family going through a crisis including the loss of income, divorce and/or …show more content…
Early education promotes physical well-being, appropriate motor development, emotional health and positive approaches to new experiences. (Bovaird, et al., 2007) By reducing the class size the teacher is able to spend more time working with the students one on one, tailor the instructions to match their needs and is able to monitor classroom behavior. Salary bonuses are an incentive to get and keep great teachers. If disadvantaged children are taught by the most effective teachers’ disparities in schooling outcome may decrease. (Jacob and Ludwig, …show more content…
Diagnostic assessment is used to grasp where the student is academically. Diagnostic assessments are usually given at the beginning of the year or new unit of study to assess students’ strengths, weaknesses, knowledge and skills. Formative assessments are accomplished by giving a test, asking questions, giving weekly assignments that are relevant to the students. The more the teacher understands the students’ culture (race, ethnicity, life in urban or rural setting or social class) the more enhanced the formative assessment will be. Some key points are to acknowledge the different ethnic groups to formulate a curricular aim. It is beneficial to find meaningful connection between academic and the student’s lived sociocultural realities nevertheless, a variety of instructional strategies aligned with the students’ learning style and appropriate multicultural information included in all subjects can be used. Teachers may likewise conduct home visits for the at-risk students to get an improved understanding of the student’s home life, putting the teacher in the position of the learner. (Lensmire and Sato, 2009) A summative assessment includes papers and final projects which are used at the end of the year to comprehend what the student has learned throughout the year. This gives the teacher an idea of whether the student understood the material that was