Considering the three most common indicators of socioeconomic class (SES) occupation, education, and income, I clearly hail from a significantly higher class than that of my students. According to a 2005 interactive graphic produced by The New York Times, I am in the 83rd percentile of Americans (The New York Times, 2005). This is in stark contrast to my students that fall somewhere between 185% of the poverty line to below the poverty line. The community where I own my home is predominantly middle class while my student’s families are typically renters in the lowest SES neighborhood in Newport News.
The difference in the socioeconomic status between my students and me has the potential to hinder my teaching. This difference requires me …show more content…
Early in the school year, it is important that I demonstrate how much I care about each student to the parents and the children. It requires listening and seeking solutions rather than rushing to judgment and placing blame. Patience and flexibility are crucial to providing my students an equitable education. The school officially maintains a dress code; however, the student’s socioeconomic status affects the student’s ability to adhere to the code. Strict adherence to the dress code would detract from instructional time in the classroom and alienate students that have no control over what clothing they are provided to wear to school.
The difference in the socioeconomic status between my students and I does not affect the way I teach my students. I maintain high expectations and present rigorous lessons for these students as I would if they shared my socioeconomic status. However, my student’s socioeconomic status does affect the manner in which I teach. For example, these students have limited life experiences consequently; the students require support in building background …show more content…
One striking difference is the presence of a table with a tablecloth and vase of flowers. Each morning students receive free breakfast to be consumed in the classroom. It arrives in a muted plastic yellow tub and most classes quietly consume their food at their desks. In my classroom, the first to arrive wash their hands, unpack the container, and set the table. Students are allowed to have quiet conversations while they enjoy breakfast with their peers. When they have finished eating each student disposes of their trash and resets their place for the next student. This procedure is in place to foster social emotional learning. Following breakfast and school wide morning announcements, all students participate in morning meeting. This student led meeting consists of a greeting, sharing, group activity, and a morning message and is in keeping with the Responsive Classroom approach. “The Responsive Classroom approach consists of a set of practices that build academic and social-emotional competencies and that can be used along with many other program (Center for Responsive Schools, 2015). Following this approach my classroom practices include student collaboration in rule creation, modeling of expected behaviors, positive teacher language, logical consequences, guided discovery, academic choice, student centered classroom organization, collaborative problem solving, and parental involvement.
The difference in the socioeconomic status between my students and me has the potential to hinder my teaching. This difference requires me …show more content…
Early in the school year, it is important that I demonstrate how much I care about each student to the parents and the children. It requires listening and seeking solutions rather than rushing to judgment and placing blame. Patience and flexibility are crucial to providing my students an equitable education. The school officially maintains a dress code; however, the student’s socioeconomic status affects the student’s ability to adhere to the code. Strict adherence to the dress code would detract from instructional time in the classroom and alienate students that have no control over what clothing they are provided to wear to school.
The difference in the socioeconomic status between my students and I does not affect the way I teach my students. I maintain high expectations and present rigorous lessons for these students as I would if they shared my socioeconomic status. However, my student’s socioeconomic status does affect the manner in which I teach. For example, these students have limited life experiences consequently; the students require support in building background …show more content…
One striking difference is the presence of a table with a tablecloth and vase of flowers. Each morning students receive free breakfast to be consumed in the classroom. It arrives in a muted plastic yellow tub and most classes quietly consume their food at their desks. In my classroom, the first to arrive wash their hands, unpack the container, and set the table. Students are allowed to have quiet conversations while they enjoy breakfast with their peers. When they have finished eating each student disposes of their trash and resets their place for the next student. This procedure is in place to foster social emotional learning. Following breakfast and school wide morning announcements, all students participate in morning meeting. This student led meeting consists of a greeting, sharing, group activity, and a morning message and is in keeping with the Responsive Classroom approach. “The Responsive Classroom approach consists of a set of practices that build academic and social-emotional competencies and that can be used along with many other program (Center for Responsive Schools, 2015). Following this approach my classroom practices include student collaboration in rule creation, modeling of expected behaviors, positive teacher language, logical consequences, guided discovery, academic choice, student centered classroom organization, collaborative problem solving, and parental involvement.