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stress, executive function skills (short term
memory, attentional focus, deferred gratification,
etc.) and attunement (range of social emotional
responses). All impact achievement. Therefore,
we are intentionally making sure that imbedded in
our “traditional” instruction we are intentionally
addressing these areas through behavior, attitude,
mental capacity building, and effort.
Establishing
positive
relationships
and
providing security obviously is essential. What we
now do differently are activities that specifically
focus on short-term memory skills, defining grit and
perseverance, and providing opportunities to focus
on hope, optimism and gratitude. Also, by better
understanding why students behave or perform
differently, we are more strategic in our responses.
We understand this is not a magic formula.
Fortunately, our district is blessed by having
teachers, staff and administrators who truly care
about the success of all students and are willing
learn, change and adapt to meet the needs of our
students.
They have embraced another precept of Jensen --
to look in the mirror instead of point fingers. It is
not about the circumstances that we can’t control.
It is about what we can do to benefit and enrich the
lives of our students.
(Continued from page 13)
“The three main areas that impact students from poverty more than middle or
upper class students are stress, executive function skills (short term memory,
attentional focus, deferred gratification, etc.) and attunement (range of social
emotional responses). All impact achievement. Therefore, we are intentionally
making sure that imbedded in our ‘traditional’ instruction we are intentionally
addressing these areas through behavior, attitude, mental capacity building, and
effort.
Establishing positive relationships and providing security obviously is essential.
What we now do differently are activities that specifically focus on short-term
memory skills, defining grit and perseverance, and providing opportunities to focus
on hope, optimism and gratitude. Also, by better understanding why students
behave or perform “differently,” we are more strategic in our responses.”
--Todd Prusator, Rochelle Elementary School District 231
Poverty in the public education classroom
