Title: Rethinking
Poverty and Casual Conversations
By: Ann Van Etten
December 21, 2016
Teaching Tolerance
Key Points: Ann Van Etten is a middle school language
arts teacher. She presents a critical
point about being aware and thoughtful of students’ realities. These experiences and realities vary from
student to student. With this being
said, it is important to create a classroom environment that is accepting of
this. For example, a teacher asking
students about the gifts they received during the holidays can marginalize
students living in poverty. Points made
by Paul C. Gorski are also included in this blog. He prompts teachers to challenge their own
thinking about families and students living in poverty. The questioning and thinking extends into
exploring ways that teachers and schools perpetuate classist assumptions. Included
is a link to Gorski’s article, as well as a list of changes teachers can make
with the goal being to create more equitable environments for students living
in poverty.
Audience: Educators and parents
Relevance: Even though educators may have the best
intent, it is pertinent to examine our own biases and assumptions so we do not
further perpetuate marginalization or isolate students. Educators have great influence in their classrooms
and working together for the school as a whole.
The first step is asking questions about one’s own thinking and actions. This will require intentional effort. Also, taking time to talk with each student
with the hope to gain a better sense of their reality will be valuable. By knowing more about our students, we can
then build on their experiences, and support them in finding relevance to
content and making connections.
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