Poverty 1

 Jensen’s “Teaching With Poverty In Mind”, is a very worthwhile read.  Immediately I could relate to school situations and students, community atmosphere and personal experiences.  The theories and research used in the book are shocking yet make sense when you put them all together.  I am very interested in the brain study and how the brain is wired.  I feel being aware of poverty situations helps you grow as a teacher and person.

Jensen states the risk factors of poverty are “EACH” Emotional and Social Challenges, Acute and Chronic Stressors, Cognitive Lags, Health and Safety Issues are the most significant.  30 – 50 percent of our behavior is DNA accounts for, so an estimated 50 – 70 percent explained by environment.  Wow!  What we are born with and into is our behavior, so how do we use that statistic to help our students?  So when I look at that student and interpret his behavior and few it as a lack of respect or manners, I need to step back an analyze the situation more and ask myself “How is this student wired?”  Is their environment affecting their behavior or lack of support or strong secure relationships causing this situation? 

“The Emotional Keyboard” was an eye opener for me.  Children from poverty use fewer keys than  well-off children.  Visualizing the piano keyboard, there are six keys we are hardwired in our DNA:  Sadness, joy, disgust, anger, surprise and fear.  Emotions taught are: humility, forgiveness, empathy, optimism, compassion, sympathy, patience, shame, cooperation, gratitude.  If my students environment does not allow him to be taught these emotions, then school and myself are responsible to provide him with some guidance. 

As I look back at my experiences in the class room with students and their behavior.  I know most of my problems or outbursts with students was because they were not taught how to work with that emotion.  Did I recognize that, not always.  As I became more experienced in my teaching I can recognize these deficiencies and work with these students in poverty and try to help them through.  I feel I need to expect  those disruptive behaviors and model how the behavior should be and help add to those emotions not taught.

Jensen’s statistics and theories are continuous throughout the book.  Most of the situations we have realized before but looking at how they affect the students brain to trigger their emotional reactions is truly amazing to me.  It just makes sense and opens my eyes to take in account the environment question when I’m put into a disciplinary situation.  I look forward to continuing the read and learn more of how the brain is wired and what environmental affects contribute to our Emotional Keyboard.