Empty tissue boxes: considering poverty in diversity discourse.

Empty tissue boxes: considering poverty in diversity discourse. A preservice teacher doing her internship internship/in��tern��ship/ (in��tern-ship) the position or term of service of an intern in a hospital. internship,n the course work or practicum conducted in a professional dental clinic. overhears some of herstudents asking a classmate why he regularly takes home empty tissueboxes. The boy replies that he builds cities and bridges with his emptyboxes. His classmates Classmates can refer to either: Classmates.com, a social networking website. Classmates (film), a 2006 Malayalam blockbuster directed by Lal Jose, starring Prithviraj, Jayasurya, Indragith, Sunil, Jagathy, Kavya Madhavan, Balachandra Menon, ... then ask why he does not just build a city withLegos or building blocks. The preservice teacher listens intently as thelittle boy explains, matter-of-factly, that he does not have any Legosor building blocks; what he does have are the empty tissue boxes histeacher saves for him. The preservice teacher begins saving empty tissueboxes to give to the child. When she gives him the tissue boxes, thechild reacts as if it were the best gift in the world. A few weekslater, the clinical teacher learns that the child will be moving. Thechild solemnly sol��emn?adj.1. Deeply earnest, serious, and sober.2. Somberly or gravely impressive. See Synonyms at serious.3. Performed with full ceremony: a solemn High Mass.4. asks his teacher to please write a letter to his newteacher, asking his new teacher to save empty tissue boxes for him. Thischild is not going to accept any deficit as a limitation. He is willingand able to create his own resources. For the preservice teacher, thiswas a lesson in the resiliency of children and the importance of knowingand understanding her students' diverse needs. Poverty and Diversity Discourse Diversity is a complex issue, consisting of multiple componentsthat challenge today's educators to think beyond the traditionallines of race and ethnicity. Banks (1997) views diversity as anopportunity for societies and institutions to consider situations fromnew perspectives and solve problems in new ways. Poverty is one aspectof diversity that is garnering more attention, as the number of childrenliving in poverty rises. According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. statistics released by theChildren's Defense Fund The Children's Defense Fund (CDF) is a national organization that is committed to the social Welfare of children. Founded in 1973, the nonprofit group uses its annual $9 million budget to lobby legislators and to speak out publicly on a broad array of issues on the law, the family, and (Reid, 2006), an additional 1.3 millionchildren have fallen into poverty since 2000. After reaching a historiclow in 2000, the number of children living in poverty in the UnitedStates Poverty in the United States refers to people whose annual family income is less than a "poverty line" set by the U.S. government. Poverty is a condition in which a person or community is deprived of, or lacks the essentials for, a minimum standard of well being and life. is approaching 13 million. A child's likelihood of beingpoor has increased by almost 9 percent. In more concrete terms, one outof every six children is poor and one in every three black childrenlives in poverty. More children are living in poverty now than fourdecades ago and the numbers are increasing. Since 2000, the number ofchildren around the world living in extreme poverty, about 5.6 million,has increased 22 percent. Extreme poverty is defined as living with anannual income below $7,870 for a family of three. The United States United States,officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. ,with a national poverty rate of 12.3 percent, leads other industrialized in��dus��tri��al��ize?v. in��dus��tri��al��ized, in��dus��tri��al��iz��ing, in��dus��tri��al��iz��esv.tr.1. To develop industry in (a country or society, for example).2. nations in the number of children living in poverty (Children'sDefense Fund, 2006; Reid, 2006). Preparing Teachers To Work With Children in Poverty While the percentage of children living in poverty is steadilyincreasing, the amount of time spent teaching preservice teachers how tomeet the needs of this population of students is not. In fact, mostinstruction on diversity focuses on meeting the needs of students ofdiverse ethnicity, race, and learning ability. Very little emphasis hasbeen placed on working with students from poverty, even though povertycrosses all racial and ethnic boundaries. Payne (2005) defines povertyas "the extent to which an individual does without resources"(p. 7). Most teachers assume that poverty encompasses financialhardship, but leading experts in the field of poverty suggest that theproblem is much more comprehensive than a lack of monetary resources.Payne describes eight resources that influence poverty: financial,emotional, mental, spiritual, physical, support systems,relationships/role models, and knowledge of hidden rules. The presence or absence of these resources determines the impact ofpoverty. Pellino (2006) finds that children of poverty are more likelyto attend schools with fewer resources as well. Fortunately, if anindividual has limited financial resources but strong emotional,spiritual, and physical support, the impact of financial poverty may belessened. While teachers may not be able to change someone'sfinancial circumstances, they can affect student success by learning toidentify and use the resources that the students DO have. The teacherhas the power to become that ONE person who believes in a child and isremembered years later as the person who served as a motivator and rolemodel. The chart on the next page identifies key strategies that teacherscan use when working with students and families from poverty. Thesestrategies have been compiled from the works of Cooter coot��er?n. Lower Southern U.S.1. An edible freshwater turtle of the genus Chrysemys.2. Any of various turtles or tortoises. See Regional Note at goober. (2006),Chrispeels and Rivero (2000), Epstein (2001), Machen, Wilson, and Notar(2005), Mapp (2002), Payne (2005), Pugach (2006), and Tableman (2004),as well as from the authors' experience working with children.These strategies focus on raising self-esteem and providing a child withpractical skills in interacting with others. Example From a Teacher Education Program What can teacher preparation programs do to better equip preserviceteachers to work with students of poverty? Pugach (2006) suggests thatteacher preparation programs align their curriculum specifically withissues of diversity. National accreditation bodies, such as the NationalCouncil for Accreditation of Teacher Education The National Council for Accreditation of Teacher Education (NCATE) was founded in 1954 to accredit teacher certification programs at U.S. colleges and universities. NCATE is a council of educators created to ensure and raise the quality of preparation for their profession. (NCATE NCATE National Council for Accreditation of Teacher Education ), and professionalorganizations, such as the Association for Childhood EducationInternational (ACEI ACEI Angiotensin Converting Enzyme InhibitorACEI Association for Childhood Education InternationalACEI Association of Consulting Engineers of Ireland ), recognize this approach as a priority inintroducing and supporting diversity standards. Pugach (2006) furthersuggests that teacher education programs scaffold scaffoldTemporary platform used to elevate and support workers and materials during work on a structure or machine. It consists of one or more wooden planks and is supported by either a timber or a tubular steel or aluminum frame; bamboo is used in parts of Asia. student experiencesthroughout the program, in multiple settings reflecting diverse learningneeds over time. It is crucial that preservice teachers learn effective strategiesand skills to work with children of diverse backgrounds. The authorsrecognize the value of these suggestions and are incorporating suchpractices into their teacher preparation program. Preserviceteachers' perceptions are being considered in development oftraining modules for working effectively with children from poverty.Partnerships with area schools are being strengthened as studentsexperience multiple practicum practicum (prak´tikm),n See internship. placement settings throughout theireducation program, including at schools with high rates of poverty. In addition to using the perceptions survey to design trainingmodules, research-based modules are being designed to address thechallenges that preservice teachers face when working with children ofpoverty, such as poor literacy development, low self-esteem, lowpopularity, peer relations marked by conflict, high mobility, and lackof school resources (Eamon, 2001; Pellino, 2006; Strickland, 2001). Muchhas been written about the impact of poverty on family structure, drugand alcohol use, violence, and the like, but one of poverty's mostdeleterious deleteriousadj. harmful. impacts is on children's linguistic development(Strickland, 2001). Impoverished students are far more likely than theirclassmates to enter school linguistically disadvantaged, because they donot have the experiences that will promote literacy and readingreadiness This article or section needs copy editing for grammar, style, cohesion, tone and/or spelling.You can assist by [ editing it] now. . To address this language disparity dis��par��i��ty?n. pl. dis��par��i��ties1. The condition or fact of being unequal, as in age, rank, or degree; difference: "narrow the economic disparities among regions and industries", a plethora plethora/pleth��o��ra/ (pleth��ah-rah)1. an excess of blood.2. by extension, a red florid complexion.pletho��ricpleth��o��ran.1. of preschoolprograms has emerged, with a significant body of research supportingearly childhood education as the most effective intervention (Karoly etal., 1998; Ramey & Ramey, 1998; Thomas & Bainbridge, 2001).While recent National Assessment of Educational Progress The National Assessment of Educational Progress (NAEP), also known as "the Nation's Report Card," is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. (NAEP NAEP National Assessment of Educational ProgressNAEP National Association of Environmental ProfessionalsNAEP National Association of Educational ProgressNAEP National Agricultural Extension PolicyNAEP Native American Employment Program , 1998)scores show some closing of the gap in math scores in high- andlow-poverty schools, this trend has not been replicated for readingscores, showing no significant improvements for students in high-povertyschools. Grissmer, Flanagan, Kawata, and Williamson (2000) concludedthat the achievement gap could be addressed by targeting resources todisadvantaged families and schools, lowering class size in early grades,strengthening early childhood and early intervention ear��ly interventionn. Abbr. EIA process of assessment and therapy provided to children, especially those younger than age 6, to facilitate normal cognitive and emotional development and to prevent developmental disability or delay. programming, andimproving teacher education and professional development. Teaching suchspecific strategies as the ones identified in the chart enablespreservice teachers to enter the classroom with greater awareness andconfidence in supporting children of poverty. Conclusions It is imperative that teachers recognize poverty as one of the mostcritical aspects of diversity. Many children in our classrooms today aresaving empty tissue boxes to build their dreams. Some, sadly, will gothrough our classrooms not knowing where to find those empty tissueboxes. We must equip teachers to provide both full and empty tissueboxes for all of our children. References Banks, J. (1997). Teaching strategies for ethnic studies. Boston:Allyn and Bacon. Children's Defense Fund. (2006). 2004 facts on child povertyin America. Retrieved February 16, 2006, from www.childrensdefense.org/familyincome/childpoverty/default/aspx Chrispeels, J. H., & Rivero, E. (2000, April). Engaging Latinofamilies for student success: Understanding the process and impact ofproviding training to parents. Paper presented at the Annual Meeting ofthe American Educational Research Association The American Educational Research Association, or AERA, was founded in 1916 as a professional organization representing educational researchers in the United States and around the world. , New Orleans New Orleans(ôr`lēənz –lənz, ôrlēnz`), city (2006 pop. 187,525), coextensive with Orleans parish, SE La., between the Mississippi River and Lake Pontchartrain, 107 mi (172 km) by water from the river mouth; founded , LA. Cooter, K. (2006). When mama can't read: Counteractingintergenerational in��ter��gen��er��a��tion��al?adj.Being or occurring between generations: "These social-insurance programs are intergenerational and all illiteracy illiteracy,inability to meet a certain minimum criterion of reading and writing skill.Definition of IlliteracyThe exact nature of the criterion varies, so that illiteracy must be defined in each case before the term can be used in a meaningful . The Reading Teacher, 59(7), 698-702. Eamon, M. (2001). The effects of poverty on children'ssocio-emotional development: An ecological systems analysis. SocialWork, 46(3), 256-267. Epstein, J. (2001). School, family, and community partnerships:Preparing educators and improving schools. Boulder, CO: Westview. Grissmer, D. W., Flanagan, A., Kawata, J. H., & Williamson, S.(2000). Improving student achievement: What state NAEP test scores tellus. Santa Monica Santa Monica(săn`tə mŏn`ĭkə), city (1990 pop. 86,905), Los Angeles co., S Calif., on Santa Monica Bay; inc. 1886. Tourism and retailing are important, and the city has motion-picture, biotechnology, and software industries. , CA: Rand Rand?See Witwatersrand.rand?1?n.See Table at currency.[Afrikaans, after(Witwaters)rand. . Karoly, L. A., Greenwood, P., Everingham, S., Hoube, J., Kilburn,M., Rydell, C., et al. (1998). Investing in our children: What we knowand don't know Don't know (DK, DKed)"Don't know the trade." A Street expression used whenever one party lacks knowledge of a trade or receives conflicting instructions from the other party. about the costs and benefits of early childhoodinterventions Early Childhood Intervention is a support system for children with developmental delays and/or disabilities and their families.If a child experiences a developmental delay, this can compound over time. . Santa Monica, CA: RAND. Machan, S., Wilson, J., & Notar, C. (2005). Parentalinvolvement in the classroom. Journal of Instructional Psychology,32(1), 13-16. Mapp, K. L. (2002, April). Having their say: Parents describe howand why they are involved in their children's education. Paperpresented at the Annual Meeting of the American Educational ResearchAssociation, New Orleans, LA. Payne, R. K. (2005). A framework for understanding poverty (4thed.). Highlands, TX: aha! Process, Inc. Pellino, K. (2006). The effects of poverty on teaching andlearning. Retrieved September 21, 2006, fromwww.teach-nology.com/tutorials/teaching/poverty/print.htm Pugach, M. (2006, March 9). Preparing teachers to work with diversestudents. Retrieved April 26, 2006, fromhttp://wiley.breezecentral.com/_a444336939/e85406735/ Ramey, C. T., & Ramey, S. L. (1998). Early intervention andearly experience. American Psychologist The American Psychologist is the official journal of the American Psychological Association. It contains archival documents and articles covering current issues in psychology, the science and practice of psychology, and psychology's contribution to public policy. , 53(2), 109-120. Reid, J. (2006, August 30). New census data shows 1.3 millionchildren have fallen into poverty since 2000. Retrieved October 30,2006, from www.childrensdefense.org/site/News2?page=NewsArticle&id=7887 School poverty and academic performance: NAEP achievement inhigh-poverty schools, A special evaluation report from the nationalassessment of Title I, U.S. Department of Education, September 1998.Retrieved February 21, 2006, from www.ed.gov/pubs/schoolpoverty/ Strickland, D. S. (2001). Early intervention for African American African AmericanMulticulture A person having origins in any of the black racial groups of Africa.See Race. children considered to be at risk. In S. Neuman & D. Dickenson(Eds.), Handbook of early literacy research (pp. 322-333). New York New York, state, United StatesNew York,Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of :Guilford. Tableman, B. (2004, Feb). Characteristics of effective elementaryschools elementary school:see school. in poverty areas. Best Practice Brief, 29, 1-4. Thomas, M. D., & Bainbridge, W. (2001, Winter). All childrencan learn: Facts and fallacies This is a list of fallacies. Formal fallaciesFormal fallacies are arguments that are fallacious due to an error in their form or technical structure. Argument from fallacy . Education Research Service Spectrum,1-4. Kristen Cuthrell is Assistant Professor, Carolyn Ledford isAssociate Professor, and Joy Stapleton is Associate Professor,Curriculum & Instruction, College of Education, East CarolinaUniversity East Carolina University is a public, coeducational, intensive research university located in Greenville, North Carolina, United States. Named East Carolina University by statue and commonly known as ECU or East Carolina , Greenville, North Carolina For other places with the same name, see Greenville.Greenville, one of the fastest growing cities in North Carolina, is the county seat of Pitt County, and is the principal city of the Greenville, North Carolina Metropolitan Statistical Area. .Strategy Classroom PracticeFocus on assets, * Celebrate children s strengths withnot deficits. actions and words. * Develop a caring, nurturing relationship with the child. Remember facts/events that are important to the child. * Find the child's/family's strengths and resources, and develop strategies around those.Create a positive * Greet children and families each day;classroom climate. give a hug or a high five every day. * Provide opportunities for collaboration among children. * Show enthusiasm for teaching and learning. SMILE and LAUGH! * Promote positive self-esteem with verbal praise and gestures. * Make the classroom a physically and psychologically safe place where children are respected and valued. * Respect and value the contributions of all parents.Provide mediation. * Redouble efforts with scaffolding instruction. * Incorporate authentic forms of assessment to gauge children s progress. * Plan sessions of direct instruction for children needing remediation.Create ongoing * Provide students with academicrelationships with recognition.families and communities. * Hire faculty that reflect the diverseValue what families know community.and can do. * Provide transportation to after-school family events. * Provide a regular schedule of activities to involve families. * Partner with businesses to provide release time for family members to work with children in school. * Listen to parents and respect their needs and concerns. * Meet with families in an alternative location in a community building, central to families' neighborhoods. * Attend community events.Analyze what resources * Establish partnerships with communityare available and what agencies in nutrition, mental, health,resources are lacking for and financial areas.the child and family, and * Conduct home visits.then make connections * At the beginning of the year, ride thebetween resources and bus with the children.families. * Survey children and families regarding their interests and experiences. * LISTEN to children. * Observe children at work and play.Investigate what hidden * Observe children at work and play.rules govern the child's * LISTEN to children.life and be willing to * Have individual conversations withteach the child and children during lunch and recess.family the school's * Model appropriate compliance with thehidden rules. school's hidden rules. Be specific in explaining conduct.Plan lessons and * Conduct student interest surveys.activities that are * Observe children at work and play.appropriate and * LISTEN to children.meaningful to the child.