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Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It

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Published by ASCD Publications

Eric Jensen, author of Teaching with the BAdvice for new teacher excellence, including guidance on classroom management.rain in Mind, examines how poverty hurts children, families, and communities across the United States and demonstrates how educators can improve the academic achievement and life readiness of economically disadvantaged students.

Eric Jensen, author of Teaching with the BAdvice for new teacher excellence, including guidance on classroom management.rain in Mind, examines how poverty hurts children, families, and communities across the United States and demonstrates how educators can improve the academic achievement and life readiness of economically disadvantaged students.

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Publish date: Dec 2009
Added to Scribd: Mar 24, 2010
Copyright:Traditional Copyright: All rights reservedISBN:9781416610113
List Price: $26.95 Buy Now

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10/01/2014

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9781416610113

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quaintlittlehead reviewed this
Rated 5/5
This book offers a simple but impassioned plea for teachers to consider the real physical effects of poverty on the brain and to embrace the positive aspect of neural plasticity: that we can change our students' brains for the better. In brief, Jensen argues that aside from six hard-wired emotions, most emotions, and the behaviors associated with them, have to be taught; if our students appear to be "acting out," they may actually be showing us a symptom of the poor nutrition, lack of sleep and health care, and psychological stress that often characterise their environment, and if we choose to teach them how we want them to behave rather than assuming they should already know, we can make a positive impact on what happens in our classrooms. Further, he draws on meta-analyses of case studies to show what schools that succeed in spite of high populations of students from poverty are doing right, including meeting physical and emotional needs first and devoting time to the arts and physical education. The former suggestion can obviously be a hard one to meet, and Jensen seems to assume an urban audience that will have more ready access to resources, such as volunteer tutors from a local university, that will be absent to teachers in rural areas. However, most of his other suggestions are ideas that can be readily implemented. This book is a quick and easy read and can inspire teachers as well as remind administrators of what they need to do to support their staff in challenging schools. It covers the basic needs of students without delving too far into the depths of political and cultural finger-pointing, focussing on what educators can do right now with the tools they already have.
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