How To Help Your Kid Succeed In School
In a recent Educational Leadership article title “How Poverty Affects Classroom Engagement,” author Eric Jensen lists seven reasons children from low-income households find it more difficult to be engaged in school – and what educators can do about it. I read it thoroughly. Though I agree that it applies to children in poverty, I think it can resonate for all children. It was a wonderful reminder for me as a Mom and an educator. Below is a quick summary of each reason written by Kim Marshall from the Marshall Memo. She originally wrote Action Steps for Education, but I took them and revised them into Action Steps for Mamas/Papas.
“Overall, poor people are less likely to exercise, get proper diagnoses, receive appropriate and prompt medical attention, or be prescribed appropriate medications or interventions,” says Jensen. There are more untreated ear infections, greater exposure to lead, a higher incidence of asthma, and less nutritious food – all of which affects attention, reasoning, memory, learning, and behavior.
Find events throughout the city. Enjoy an afternoon in the park. Set up playdates with other kids. Bring your kid to museums. Just get going. Oh, and don't feed your kiddies a bunch of pre-packaged stuff. I pack Nico’s lunchbag with almost all fruits and vegetables. I throw in maybe one or two carbs, like a sandwich or crackers with hummus. Every so often he gets a treat.
Children from low-income homes hear 13 million total spoken words by age 4, compared to 46 million words heard by upper-income children. “This language difference is not subtle,” says Jensen; “it’s a mind-boggling, jaw-dropping cognitive chasm. A child’s vocabulary is part of the brain’s tool kit for learning, memory, and cognition. Words help children represent, manipulate, and reframe information.”
13 million vs. 46 million??? You better believe we gotta start talking. You can spend all day pointing out things and saying their names, so there certainly is a balance. We have really cool placemats for Nico that have the alphabet, shapes, vehicles, etc. so that’s a great place to start.
Unsophisticated educators often characterize poor children as “lazy,” but what they’re seeing is lost hope and incipient depression. “Students who show little or no effort are simply giving you feedback,” says Jensen.
Don’t do it for them. Yes, we do have to remember that they are still babies, but give ‘em some credit. Every day, it’s reaffirmed that Nico has learned a lot and CAN do a lot in the mere one to two years that he’s been on this planet. Use this opportunity to work on numbers. “Ok, you have to take three more steps before I’ll pick you up” or “I think you can put two more blocks on top of that tower.” Keep it simple and exciting.
One characteristic of poverty is learned helplessness. Another is a negative, “fixed” view of intelligence. Both sap motivation to try hard in school.
I THINK I CAN. I THINK I CAN. Enough said. If Thomas can do it, then you can to.
“Commonly, low-SES children show cognitive problems, including short attention spans, high levels of distractibility, difficulty monitoring the quality of their work, and difficulty generating new solutions to problems,” says Jensen. These deficits may lead students to act out or shut down.
Set time limits for activities. Allow them to work independently and observe them when they do. Let them struggle (just a bit).
“When children’s early experiences are chaotic and one or both of the parents are absent, the developing brain often becomes insecure and stressed,” says Jensen. Stressed parents and caregivers are more often grumpy, and children can get twice as many reprimands as positive comments (compared to the 3:1 positive/negative ratio middle-class children typically receive). Poor parents are less likely to have the resources to deal with ADHD, dyslexia, or oppositional behavior.
No phone and computer when you get home from work (yes, i admit that sometimes I don’t always follow this rule). All attention should be on them if you’ve been away from them all day. Practice yoga together or taking deep breaths. Eat dinner together. Say I love you. Practice a really comforting bedtime routine. Give them tons of kisses and hugs.
Acute, chronic stress is toxic, and children living in poverty have more than their share. “Distress affects brain development, academic success, and social competence,” says Jensen. “It also impairs behaviors; reduces attentional control; boosts impulsivity; and impairs working memory.” Common symptoms are in-your-face assertiveness or leave-me-alone passivity. “To the uninformed, the student may appear to be either out of control, showing an attitude, or lazy. But those behaviors are actually symptoms of stress disorders…”
Smile. Point out the positive things they are doing. Clap. Celebrate their very small successes. Redirect on to another activity after too much distress so they acknowledge the “smallness” of the previous activity. The original article: “How Poverty Affects Classroom Engagement” by Eric Jensen in Educational Leadership, May 2013 (Vol. 70, #8, p. 24-30), www.ascd.org. {image: OECD Education Today}, MomSpark, All About Learning Press}}
