Key Understandings

Key Understanding #1

Poverty occurs in all races and countries (Payne, 2005).  As a prospective educator, I assumed that poverty was an isolated incident that occurred more often in inner-city schools districts; however, now, as an experienced school teacher, I have learned that poverty is commonplace among students' families outside the inner-city and in rural and suburban school districts.  I selected this understanding because too often, teachers assume (myself included) that students are not prepared for class (i.e., lack of school supplies or gym clothes) because they are lazy or do not care.  In actuality (sometimes), students are not prepared for class because they cannot afford school supplies or gym clothes.  To be an effective classroom teacher, it is essential to know your students and their "story."  Students need caring teachers who reject ignorance and approach their students with knowledge of the world around them.  

Key Understanding # 2

A successful relationship happens when students are respected and emotional deposits are made more often than emotional withdrawals (Payne, 2005).  My favorite classroom teachers were individuals who took an interest in my life.  For example, during my senior year, Mr. Smith (name changed) regularly asked about my life outside of the classroom; my interest in sports, music, and family.  Mrs. Jacobs (name changed) attended band concerts and sporting events that I participated in that occurred after-school.  These individual teachers cared about my desire to learn and succeed in and out of the classroom.  To build relationships and make emotional deposits, teachers need to recognize the impact and influence of kindness and compassion.  The most successful classroom teachers understand that education as a profession is not a "9:00-5:00" job, but a career that never ceases to impact and inspire students "off the clock." 

Key Understanding #3

A lack of intelligence or ability is rarely the reason for poverty (Payne, 2005).  I have witnessed teachers in the classroom "write students off" because of their socio-economic status or condition.  It is essential for teachers in the classroom to look beyond the "smoke and mirrors" and take a vested interest in students and their potential.  Abraham Lincoln, arguably, one of U.S. history's greatest leaders was born into poverty; however, through persistence, he defied the odds of poverty as a generational thing.  Teachers can help students born into poverty become success stories if they are able to separate intelligence and ability from poverty.  

References

Payne, R.K. (2005). A framework for understanding poverty. (4^th ed.) The Highlands. TX: aha! Process, Inc.