{"content":{"sharePage":{"page":0,"digests":[{"id":"41051795","dateCreated":"1311714383","smartDate":"Jul 26, 2011","userCreated":{"username":"phcastaneda","url":"https:\/\/www.wikispaces.com\/user\/view\/phcastaneda","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/stephensstars.wikispaces.com\/share\/view\/41051795"},"dateDigested":1531976913,"startDate":null,"sharedType":"discussion","title":"Chapter 1 Reflections","description":"Jensen states that some of the disadvantages of poverty stricken children are more hazardous neighborhoods due to greater traffic volume, higher crime rates, and less playground safety. Instead of childhood being a time to joyfully explore the world around them, they spend more time stuggling to survive within it. As adolescents, are more likely to rely on peers than on adults for social and emotional support. They have fewer books at home, visit the library less often, and spend considerably more time watching TV then their middle-income counterparts. Often, poor children live in chaotic, unstable households. They are more likely to come from single-guardian homes, and their parents or caregivers tend to be less emotionally responsive. They are more likely than well-off children to believe that their parents are uninterested in their activities, to receive less positive reinforcement from teachers, and less homework help from babysitters, and to experience more turbulent or unhealthy friendships.
\nI believe at Stephens we show empathy instead of pity toward our students by having high expectations for our students. We know that they can do the work and learn, and we help them to do just that by meeting each students needs. We work with them individually, in small groups, EIT pull outs, and after school programs. We try to take time to get to know our students and their situations at home so that we can better help them to be successful. We work with parents to overcome homework situations, and we have the homework club. We speak to each of our students with respect and try not to talk down to them. We also give positive affirmation by recognizing students birthday on the intercom and giving them a small gift, awarding positive behavior with Stars of the Week, spotlighting all around good students with Students of the Month luncheons, rewarding student attendance, providing emotional support for TAKS testing with TAKS parade. I guess the best way to put it is that, "We Love Our Students!"","replyPages":[{"page":0,"digests":[{"id":"41097897","body":"Just as mentioned in the previous reply, Jensen states that there are many disadvantages with children that are growing up in poverty. Students are often living in chaotic, unstable households. They are often less likely to have opportunities for cognitive-enrichments such as extracurricular activities. They are more likely to have stress-ridden relationships with their parents, teachers, and adult caretakers. Common Effects of growing up in poverty include: depression, chemical dependence, and hectic work schedules. These are negative challenges that our students are facing.
\n
\nAs we begin to teach our students, we build a relationship with each individual child. Empathy starts with knowing another's situation. Every student is different and brings with them a story. Stories that I cannot relate to but through a love for the student; I can empathize. Empathy is not something that is instant, rather it is evolving. Building on what I already know about a student, I can approach any situation that may occur.
\n
\nWe can continue to maintain a culture of empathy through all the best practices that are happening every day at Stephens.","dateCreated":"1311909924","smartDate":"Jul 28, 2011","userCreated":{"username":"shwangpo","url":"https:\/\/www.wikispaces.com\/user\/view\/shwangpo","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"41117919","body":"Although I think few of our students meet Mr. Jensen's definition of absolute poverty, most do have a much lower standard of living compared to society as a whole and face many of the economic stressors mentioned in the chapter, each feeding the other.
\nI think our staff is very aware of this, but how we handle these differences is what will ultimately help or not help our students.
\nOur responsibility to each of them is to care to be the best teacher we know how to be and to change what doesn't work by trying something that might.","dateCreated":"1312044108","smartDate":"Jul 30, 2011","userCreated":{"username":"pnix","url":"https:\/\/www.wikispaces.com\/user\/view\/pnix","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"41151027","body":"On page 9 Jensen explains that healthy attachments nurture and lead to children's self-esteem, sense of mastery of their environment, and optimistic attitudes. He also explains how poverty can affect the development and presence of these positive attitudes in children who have stressed childhoods. He said, "Instead, poor children often feel isolated and unloved, feelings that kickoff a downward spiral of unhappy life events, including poor academic performance, behavioral problems, dropping out of school, and drug abuse."
\n
\nWhen I think of how it feels for someone to empathize with me when I am having a rough day it helps me deal with my emotions appropriately because I don't feel silly for having my feelings, and I can move on. I think Stephens does do a really good job of empathizing with the students. The teachers really care about the child's feelings, and when that happens I think the students know that they are cared for. They have more self- worth because we do try our best to care. Hopefully, that will give the students at Stephens who are dealing with poverty a feeling of attachment to something positive, and they can have the optomistic attitudes and feelings of mastery that Jensen was speaking about.","dateCreated":"1312224412","smartDate":"Aug 1, 2011","userCreated":{"username":"lmspeechie","url":"https:\/\/www.wikispaces.com\/user\/view\/lmspeechie","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"41235303","body":"The author states that children living in poverty are more likely to believe that their parents are uninterested in their activities, to receive less positive reinforcement from teachers, and to experience more unhealthy friendships. He also talks about how they feel isolated or uninvolved, feelings that kick off events such as poor academic performance, behavioral problems, dropping out of school, and drug abuse.
\nOne of the most important things teachers at Stephens do for our students is to get to know each one of them. By letting children know that they are cared about, by doing everything we can to help them be successful, we show empathy instead of pity. Our understanding of their poverty situation can\u2019t lead us to accept the facts and not do things about it. We can understand and go from there. We have to make sure they get to feel as an important part of our community of learners and help them trust in our interest and ability to help them succeed at school, so they can later succeed in life.","dateCreated":"1312590090","smartDate":"Aug 5, 2011","userCreated":{"username":"amcala","url":"https:\/\/www.wikispaces.com\/user\/view\/amcala","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"41244781","body":"Empathy deepens understanding of our students\u2019 environments that may lead to behaviors that are contrary to school expectations. As related to pages eight and nine, many of our students report fighting, physically and verbally, towards them and around them. The emotional adversity is much harder to pinpoint. Roads flood. Parents are in and out of jail. Emergency phone numbers are not longer in-service. Apartments are in sub-standard condition. Buses bring kids back to school; because caregivers are not there to receive them. Students walk home and we do not know if anyone is home. We do know homework is often not completed. Our students watch a lot TV as exhibited in conversation, writing, and drawing. Utilities are cut off at times. There is little consistency. Single parents and\/or grandparents maybe involved, but students think about day to day needs. Some students do not eat properly, even if cafeteria food is eaten, and do not go to the doctor. There is community health center, but many students come to school on Tylenol and as the day progress their temperature rises. There are parks, but they are seldom full. Graffiti does appear, indicating unsafe environments. Students complain of not having others like them and do things regardless of rules because \u201che said so\u201d. It's hard to say how we manipulate the cycle. We do have returning families, but times have changed. Some students report back with great accomplishment. Others, struggle. No matter the circumstance, most children I come in contact with love my undivided attention, and that is one thing I know I can give.
\nOur culture of empathy is reflected in our high expectations, resiliency, inclusiveness, and respectfulness. Our administration understands the importance. The Five B\u2019s are part of our visual response. At Stephens we respond by building relationships, as opposed to building a wall of differences. We question to make sure we are not assuming and to make sure that we are on the same page. Our policy states that before a Category One offense, students need to talk the counselor. Many students come from PK and our students do attend school regularly. Teachers come to school and provide a needed consistency. We invite parents to school and some do come. Some parents ask for homework showing that they value education. Administrators and teachers know students\u2019 names, smile, eat lunch with students, read books with students, participate in SNAPP, implement a Discipline Campus Framework, elicit feedback and participate in other activities, such as Win-a-Date. Cooperative learning, workshop, small group instruction, Gradual Release, and workstation experiences are instructional strategies that show our understanding of needs, without lowering expectations or showing pity. Our culture realizes the circumstance and identifies with difficulties in order to differentiate strategies so that in the end students \u201c\u2026fulfill their potential\u201d (12).
\nAction steps towards developing empathy begin with gathering and analyzing research on poverty. There are several suggestions. Summarize information from chapter 1 and share it. Inform and inspire. Study \u201cbrain-based effects\u201d of chronic poverty. Set straight myths. Understand impulsivity and memory systems of students from stressful environments. Use verbal and visual positive affirmations.
\nWe deepen our understanding of empathy through our book study, Ruby Pane professional development, by conferencing with students and parents, by listening to stakeholders, and by making academic, behavioral, and community changes, as needed.","dateCreated":"1312660165","smartDate":"Aug 6, 2011","userCreated":{"username":"kheinze12","url":"https:\/\/www.wikispaces.com\/user\/view\/kheinze12","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}