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Cause of child poverty
Relationship between students and teacher
Relationship between students and teacher
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The Golden Apple program prepares teachers to enrich the lives of students in need, show them how they can survive their current desperate situations, and help them grow into agents of change in their lives. This purpose is significant to me because I believe poverty can be viewed as a cycle repeated through generations, and that education has the potential to break or weaken this cycle of poverty for individual students. Firsthand experience has shown me that teachers can empower their students and instill in them the development of important life skills. Though teachers cannot satisfy their students’ physical needs, they still can give them hope, courage, knowledge, patience, inspiration, and the capacity to form healthy habits. When parents
Especially in regard to educating children in poverty so they will not fall behind. Helping adults to understand how to help these children is vitally important because those in poverty have different needs and require a different means of motivation, “if poor people were exactly the same cognitively, socially, emotionally, and behaviorally as those from the middle class, then the exact same teaching provided to both middle-class students and students from poverty would bring the exact same results (Jensen).”
It is not difficult to document that poor children suffer a disproportionate share of deprivation, hardship, and bad outcomes. More than 16 million children in the United States – 22% of all children – live in families with incomes below the federal poverty level – $23,550 a year for a family of four. (Truman, 2005) Living in poverty rewires children 's brains and reports show that it produces prolonged effects. Also, growing up in a community with dangerous streets, gangs, confused social expectations, discouraging role models, and few connections to outsiders commanding resources becomes a burden for any child. The concern about the number of children living in poverty arises from our knowledge of the problems children face because of poverty.
Nelson Mandela once said, "Overcoming poverty is not a task of charity, it is an act of justice. Like Slavery and Apartheid, poverty is not natural. It is man-made and it can be overcome and eradicated by the actions of human beings. Sometimes it falls on a generation to be great. YOU can be that great generation. Let your greatness blossom” (Make Poverty History, 2005). Gwinnett county is third in the country when it comes to a high poverty rate, with 14% of the population living below poverty (Family Promise of Gwinnet County, 2013). As an educator it is important to familiarize with the county of which one is to teach in, and poverty is an issue in Gwinnett county. One must understand the affects of poverty on children's learning, how to recognize children of poverty and how to help those students, and what rights those children have to an education.
As stated by Franklin D. Roosevelt, “the test of our progression is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little.” Many people may agree with this statement considering that the United States is such a wealthy country and in 2012, 46.5 million people were living in poverty in the United States and 15% of all Americans and 21.8% of children under age eighteen were in poverty.The honest truth is that many people do not know the conditions this group of people must live in on a daily basis because of the small number of people who realize the struggle there is not a great amount of service. In the article Too stressed for Success, the author Kevin Clarke asks the question “What is the cost of being poor in America?” and follows the question by explaining the great deals of problems the community of poverty goes through daily by saying, “Researchers have long known that because of a broad reduction in retail and other consumer choices experienced by America's poor, it is often simply more expensive to be poor in the United States.
The American dream is impossible for the more impoverished because over the years poverty rates have been increasing. The richest country in the world still has more than 12% of its total population, and almost 20% of all children under the age of 18, unable to meet, let alone be guaranteed coverage of basic needs. With that said the nation has fallen apart in the last 25 years. America has faced economic insecurity and it is up to us to change it. Furthermore, the three main issues why poverty in America continues are the high cost of living, a great percentage of people living (below the poverty line) and the economic inequality that the impoverished face.
...g of the struggle of poverty and subsequent educational barriers. Though extremely grateful for all of the privilege in my life, it was difficult to realize my fortune until working with the teens at RYP who often do not have two parents, have limited adult influences, and live below the poverty line, making education an afterthought. From the perspective of a tutor and mentor, the educational support that the teens require is unquestionable, just like the injustices they face daily. Through service, not only does one gain perspective into the needs of the local community, but also insight into systemic issues of racism, poverty, crime, education and more. By participating in service and trying to counteract the sources of need for others, one will undoubtedly change their perspective of the framework question, knowing that the very least one should help others.
America is one of the wealthiest nations on earth with having a high inequality than other industrialized country. Inequality exists in income, wealth, power and education. Persons who are legally and socially poor in the United states tend to stay in a cycle through life, not always by choice but because they are given fewer opportunities, education and tools to achieve success. Poverty class has a much larger income gap than the upper class, the American Dream is lessens through opportunity and is shown through statistics.
Research tends to show teachers that students living in poverty will under-perform academically, causing teachers to lower their expectations. However, just because a neighborhood isn’t well off doesn’t mean that there is no hope for the students. An elementary school in Alabama has transformed from a school in “an area of Mobile notorious for high crime rates and intergenerational poverty” with low scores to a school with “achievement rising to a level more often associated with white, middle-class students.” The article points out that schools that successfully change their path have some common characteristics, starting with a main goal of “helping students learn a great deal.” While many schools assume that students have all of the prior know...
Throughout the nation, education inequality affects many minority students that have low-income which reinforces the disparity between the rich and the poor. The amount of children that have a socioeconomic background of poverty in the United States is estimated to be 32.4 million (National Center for Children in Poverty, 2011). Since many of these children are from
Poverty is perpetuated by the lack of resources and the lack of knowledge of hidden rules. These two factors keep the cycle of poverty going and until resources are reallocated and partnerships and communities are brought together with knowledge, the youth will continue to suffer and keep it going. As educators, the ability to enlighten students on these rules and to help form partnerships within impoverished communities through seeking help from various networks will be a great starting point to helping correct the plight of poverty and the children suffering from it.
An experienced second-grade teacher and African American female who has taught in Title 1 schoolings for 18 years. Title I school provides financial assistance to schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. I selected this teacher for many reasons as a subject. One reason is because I felt her insight on teaching children in poverty would be extremely intuitive due to her years of experienced. Another reason I selected this subject is because, I wanted to be informed of the many strategies she has she found to be most effective when teaching students in poverty to reach their full potential, in addition to the ineffective strategies.
Living in poverty exposes children to disadvantages that influence many aspects in their life that are linked to their ability to do well in school. In the United States of America there are an estimated 16.4 million children under the age of 18 living in poverty (U.S. Census Bureau, 2010). “The longer a child lives in poverty, the lower the educational attainment” (Kerbo, 2012). Children who are raised in low-income households are at risk of failing out before graduating high school (Black & Engle, 2008). U.S. children living in poverty face obstacles that interfere with their educational achievement. Recognizing the problems of living in poverty can help people reduce the consequences that prevent children from reaching their educational potential.
Poverty is an undeniable problem in America. In 2014, 14.8 percent of the United States was in poverty (“Hunger and Poverty Fact Sheet”). There are more people in the United States than it seems that do not have their basic necessities. In an
Traditionally, low-income students struggle in school. For example, compare the achievement of Lincoln Elementary, where eighty-five percent of students’ families exceed the income limit for free lunch, with Brenneman Elementary, not fifteen minutes from Lincoln, where ninety-six percent of family incomes fall below federal free lunch guidelines. According to the Illinois State Board of Education’s 2015 School Report Cards, seventy-five percent of Lincoln students met or exceeded state standards while only thirty-six percent of Brenneman’s students did so (Illinois Report Card, 2015). These schools are just a fifteen minute drive from one another, yet they have completely different socioeconomic statuses and more importantly, academic achievement levels.
Poverty is one of the most serious world problems. In my opinion, the greatest obstacle towards the develop¬ment of an economy is poverty. The primary causes of underdevelopment have a strong relationship that they together form a circle which is vicious. This is called: “Vicious circle of poverty”. There are many different opinions about the so-called “vicious circle of poverty”. Many economists have their opinions about this topic. One of them is Ranger Nurkse. In his“Problems of Capital Formation in Underdeveloped Countries”, he wrote that: “Vicious circle of poverty is the basic cause of under-development of poor countries”. It was explained briefly by: “a country is poor because it is poor” or “Because it is poor, the country does not develop; because it does not develop, it remains poor”. That means the poor countries can not escape from the “poverty trap". Is the theory of “vicious circle of poverty” applicable to the present day economic reality of any post-socialist country? In this essay, I want to discuss the validity of the widely held notion that the underdeveloped post-socialist countries are caught in a vicious circle of poverty and stagnation.