Rationale:
For my creative synthesis project, I have chosen a topic that is very important to me. Coming from low-income schools, I know how under served these students are in these schools. There are many schools that are not labeled Title 1 or low-income that serve a significant population of low-income students, as well. Since many teachers will more than likely teach students who are identified as low-income students, teachers must know how to reach them.
Students who are from low-income backgrounds have many problems they will face either now or later. Most have parents who work more than one job to provide for their family so they are not home to help students with homework, make sure they are eating properly, and help them with anything they need. Some live in really disadvantaged and unsafe neighborhoods. (Scherer, 2016) Some of these students do not sleep well because of noisy neighborhoods, do not receive the nourishing meals they need, and might be missing a parent or both due to incarceration. With all of these extra challenges they face, it is no wonder why these students need extra support in school. Even informed and passionate teachers do not know all of the challenges these students face every day.
All students can succeed no matter their background, they just need teachers who aspire to help them in the best ways possible for learning.
Findings:
Throughout my coursework in the NLGL literacy program, we have learned about many strategies and ideas that can be used to help teachers who have students from low-income households. Most of these strategies will benefit all students in different ways. The most important idea for teachers of students from low-income backgrounds is to cater their teaching to their students' needs. In every class in the program, we discussed the importance of scaffolding material, motivating factors, and using the knowledge of the students' to guide instruction. Teachers of students from low-income backgrounds need to remember that these students can succeed and will succeed as long as the teacher is willing to listen, support, and modify their instruction. (Scherer, 2016)
For my creative synthesis project, I have chosen a topic that is very important to me. Coming from low-income schools, I know how under served these students are in these schools. There are many schools that are not labeled Title 1 or low-income that serve a significant population of low-income students, as well. Since many teachers will more than likely teach students who are identified as low-income students, teachers must know how to reach them.
Students who are from low-income backgrounds have many problems they will face either now or later. Most have parents who work more than one job to provide for their family so they are not home to help students with homework, make sure they are eating properly, and help them with anything they need. Some live in really disadvantaged and unsafe neighborhoods. (Scherer, 2016) Some of these students do not sleep well because of noisy neighborhoods, do not receive the nourishing meals they need, and might be missing a parent or both due to incarceration. With all of these extra challenges they face, it is no wonder why these students need extra support in school. Even informed and passionate teachers do not know all of the challenges these students face every day.
All students can succeed no matter their background, they just need teachers who aspire to help them in the best ways possible for learning.
Findings:
Throughout my coursework in the NLGL literacy program, we have learned about many strategies and ideas that can be used to help teachers who have students from low-income households. Most of these strategies will benefit all students in different ways. The most important idea for teachers of students from low-income backgrounds is to cater their teaching to their students' needs. In every class in the program, we discussed the importance of scaffolding material, motivating factors, and using the knowledge of the students' to guide instruction. Teachers of students from low-income backgrounds need to remember that these students can succeed and will succeed as long as the teacher is willing to listen, support, and modify their instruction. (Scherer, 2016)
Scherer, M. (2016). On poverty and learning: Readings from Educational leadership. Alexandria, VA: ASCD.