Enriched Learning Environment

We, as teachers, always want the best for our students. We want to make our classrooms a place where students can truly strive to meet the expectation we hold them to. Teachers contemplate daily about learning effectively. Educators are always looking to make sure they have created an enriched classroom for the students. Many studies have been done regarding what components are necessary in order to make your classroom an enriched one. In Eric Jensen's book, Teaching With Poverty in Mind, he gives a list of the components that make an enriched learning environment. Jensen makes it very clear that these factors go beyond the classroom; they are school-wide. Educators need to take these components into consideration daily.
how to make sure their students are

1. Supporting the child as a whole
There are many ways that educators need to support their children that go beyond just schooling. Many students have internal issues that need to be dealt with in order for those students to succeed. There are social, emotional, and health issues that need to be handled in order for the student to stay focused while they are at school. There are many ways the community is able to get involved to help students that are struggling with any of these different areas.

2. Hard data
Educators need to make sure they continually keep up with their data in order to improve the school and classroom. Teachers should always be collecting data on the students to recognize how they are doing with the material being taught. That data needs to be used and implemented daily so that the teacher knows how he/she can help the students. Teachers can see certain areas where students are struggling and attend conferences and workshops to gain a better insight on how they can help their
students in those specific areas.

3. Accountability
The school always needs to be making sure that they are meeting their school's goals and expectations. Teachers are aware of these goals and should know how they can meet them. A variety of assessments should be administered to students continually in the areas that the school wants to focus on. School Improvement Plan teams are a great asset to schools. They realize what areas of concern the school has, and finds different ways for how the staff can improve upon the concerns.

4. Relationship Building
We always hear about how crucial it is to have a strong bond with your students. As true as that is, it is also important to have strong, positive relationships among the staff. Educators always need to be role models, and children need to see staff members being kind and positive to one another. There are many ways to improve the relationships among the staff. Two very simple ways are to have success celebrations as well as team building activities.

5. Enrichment mind-set
All the staff members at the school need to always have the mind-set of success. All of these factors that lead to an enriching environment need to be put into play. We need to make sure we always have a numerous amount of resources for the students, and having them ask intellectual questions, and having strong social bonds. All of these aspects relate to an enriching learning environment.

These components that Jensen has discussed are very broad. Educators may be puzzled about how exactly to incorporate all of these aspects into their classroom specifically. I know that I struggle with finding ways to incorporate all of these factors into my student teaching in order to make an enriching learning environment. Jensen continues to discuss more specific factors that are directly related to the classroom in order to make your classroom a more enriching learning experience. I can apply all of these factors into my classroom to improve my students learning experience.

Standard-Based Curriculum Instruction
Many educators feel they need to "teach to the test" in order to be the best teachers because that is how you will get the highest scores. That is a very common misconception. Teachers need to take the curriculum they need to be teaching and use that curriculum to create meaningful, enriching lessons by using formative assessments as a way to guide your instruction.

Hope Building
Specifically in my classroom, my students need a great deal of hope. They need some type of motivation to keep them going. Teachers need to create a environment of encouragement and positivity for these students. Educators need to constantly be telling the students that you know they will succeed and giving them positive affirmations daily.

Arts, Athletics, Advanced Placement
We all know that every student is different. So, why would we teach them all the same then? All students learn in different ways and we need to accommodate those needs. Create lessons that AIG students. Referring back to the academic operating systems, all three of these parts aid in the students brain development. Make sure you always try to incorporate some type of the three.
incorporate art, or kinesthetic movements, or lessons that are higher-level for the

Engaging Instruction
This component can become easily overlooked. Many teachers feel pressured to just get the students the  content and do not spend time on creating engaging lessons so they students truly learn the content. Create activities for the students that are hands-on and really get the students excited about learning. Students are much more interested in lessons when it can be related to their own lives. That is a great, simple way to have the lessons be engaging and allowing the students to participate.

All of these components are vital for the success of an enriching learning environment. Jensen gives a broad overview of how to create an enriching learning environment, and then gives more specific ways to create that environment in your classroom. When all of these components are put together and demonstrated effectively, they enriching classroom is sure to be a success.

Children's Academic Operating Systems

Our brains are set up into multiple different academic operating systems. While all operating systems are complicated, children's are extremely complex since they are still developing. The different operating systems are attentional skills, sequencing skills, processing skills, short-term and working memory, champion's mind-set, and ability to defer gratification and make a sustained effort. These are all the different academic systems in the brain. All of these systems need to work together in order for students to work effectively. Students constantly need to be working their brain to keep these systems working as they should be. According to Eric Jensen, in his book, Teaching with Poverty in Mind, he states, "the systems can be trained and improved through a variety of activities." Jensen gives a long list of activities that can help keep these systems working.

One of the activities Jensen mentions is that children can partake in physical activity. Physical activity can increase the production of new brain cells. This process is "highly correlated with learning, mood, and memory" (Jensen 2009.) Another activity Jensen mentions is to have the students play chess, This can increase the students capabilities in reading and math. Chess helps with increasing attention, motivation, processing, and sequencing skills. The arts also greatly help to improve attention, sequencing, processing, and cognitive skills. Any activities that deal with music, crafting, or any hands-on activities that deal with the arts greatly help boost these operating systems.

Jeffery Lackney's website titled, 12 Design Principles Based on Brain-Based Learning Research, lists 12 examples of how to improve these academic operating systems. I tried to see how I can implement these directly in my classroom. Some of the activities seemed to directly be related to my classroom. One listing said to have places for group learning. My classroom does not have sections for group learning. I believe that having separate sections would greatly help the students stay on task as well as focus. These groups spaces "facilitate social learning and stimulate the social brain" (Lackney.) Allowing the students to be social at the appropriate times, is critical for their brain development. Having active and passive places set up in the classroom is also an aspect that relates directly to my classroom. "Students need places for reflection and retreat away from others for intrapersonal experience as well as places for active engagement for interpersonal experience" (Lackney.) In my class, there are many students that become very "heated" easily. Many of the students would love a place where they can just take two minutes to go cool down so they do not become more upset. It would also be a great place to settle any social issues that people in the class might be having. The last principle that stood out to me was the idea of each student having their own personalized space. Students need to feel comfortable in school. The more comfortable they feel, the more likely they will be to participate and be more engaged. We "need to allow learners to express their self identity, express their self-identity, personalize special places, and places to express territorial behaviors" (Lackney.) Students need a place that they can feel is theirs. Some students may constantly be moving or may not have a place in their lives where they feel comfortable calling theirs. We need to make that for them. Having something to call your own is critical for the development of the operating systems in your brain.

Jensen and Lackney both have astounding principles that teachers should take into account when it comes to their students. These academic operating systems constantly need to be developing, and we as teachers need to make sure they are growing to the best of their abilities.

REFERENCES

Jensen, E. (2009). Teaching with poverty in mind. Alexandria, Virginia: ASCD.

Lackney, J. (n.d.). 12 design principles based on brain-based learning research. Retrieved from http://www.designshare.com/Research/BrainBasedLearn98.htm

Helping Low SES Students

"The reason things stay the same is because we've been the same. For things to change, we must change!" (Jensen, 2009.) In Eric Jensen's book, Teaching with Poverty in Mind, Jensen continually talks about how we, as teachers, need to give students the tools for help. Many people just believe that the low SES (socioeconomic status) students are helpless, that since they have been raised that way that there is no way that teachers can do anything. There are many myths similar to these regarding this group of students. These people need to realize that they are wrong. There are certain aspects that these children truly need guidance in.

Building Core Skills and Assessing

One of the biggest obstacles that these children face is the fact that they lack a great deal of core skills that other children have. According to Jensen, some of these core skills that this group of students might be lacking is attention and focus, short and long-term memory, sequencing and processing skills, problem solving skills, perseverance and ability to apply skills in the long term, social skills, and hopefulness and self-esteem. Teachers can use assessments in the classroom to gauge the level of skill low SES students have. Once teachers identify what aspects they need to work on with what students they need to create a plan for how they are going to help a certain child in a particular area. They need to find a program and gain all the resources they can to help these children. "Some of the most important skills teachers should foster are social skills and problem-solving skills" (Jensen, 2009.) Teachers need to teach their students about how to act in certain situations and the life skills they need to truly survive in this world. it is also critical for teachers to model certain skills that they students should have. If they see the teacher modeling it, then the student is much more likely to reciprocate. It is also very simple for teachers to create real-world problems for the students to solve. This will help the students with learning what you are supposed to do in certain situations without feeling like you are "preaching" the lesson. These core skills listed, are crucial for students to have and we need to work on how to help low SES students gain these skills. It is so important for teachers to use assessments to find out what skills these students need to gain.

Provide Hope and Support

When certain students are struggling in school, it is much more likely for them to take on other issues, such as, acting out, getting bullied, bullying, low self-esteem, or feeling depressed or helpless. This can be extremely overwhelming to a teacher. We must remember though that we are there to help these children and push them in the right direction. When teachers see these red flags for a students the best way to help them is to "provide guidance, give the student hope and optimism, and take time for affirmation and celebration" (Jensen, 2009.) Teachers need to give guidance and moral support to these students because it is more than likely they have already been in situations where they need guidance more than ever. It is also so important to stay optimistic for these students. It is extremely unlikely that they get any time of optimism anywhere else so saying things that are positive and allow them to see a bright future is crucial. Also, make sure these students know when they doing things correctly. Allow them to get that sense of accomplishment because it is more than likely they are not getting it anywhere else. These are all very simple steps teachers can do to make a huge impact on a particular students life.

Teachers always need to remember that the simplest thing they say, could have the most profound impact on a students, good or bad. Low SES students are the students that truly need that positivity back in their lives. We need to help them gain the skills that they really need to have in this world and we need to figure out exactly what each student needs. Hope and support is imperative for these students and we need to be there for them because it is extremely unlikely that they have anywhere else there for them.

REFERENCES

Jensen, E. (2009). Teaching with poverty in mind. Alexandria, Virginia: ASCD.

How to Help with Poverty in Schools

"Poverty penetrates deeper into the body, brain, and soul than many of us realize," this quote comes from Eric Jensen's book Teaching with Poverty in Mind. Jensen truly understands children from poverty and understands the negative effects poverty has on children. Poverty is in numerous amounts of schools and many teachers do not even realize it. So many children nowadays just try and stay under the radar if they are living in poverty because they feel embarrassed and they do not want the extra help. Teachers need to look past the poverty and do what they can to help these children.

Eric Jensen mentions the different types of poverty that exist today. On page 6 of his book, he talks about situational poverty, which is when poverty is caused by a sudden crisis or loss. He also talks about generational poverty, which is when at least two generations have been born into poverty; absolute poverty, which is when there is a scarce necessity of needs such as food, water, and shelter. This type of poverty is very rare in the United States. There is also relative poverty, which is when the income of a family is insufficient to meet its society's average standard of living. Urban poverty normally occurs in metropolitan areas with populations of at least 50,000 people. The last type of poverty is rural poverty. This type of poverty occurs in nonmetropolitan areas with populations less than 50,000. In these types of situations, there are more single-family households and these families normally have less access to services and support for disabilities. Rural poverty is the type of poverty that is most affluent in my school. In my classroom, there are many students that have single family home, are part of the back pack program, or live with their grandparents. One can only imagine what these students home lives are like and these students need to see school as a safe reliable place. That is where teachers need to come in and have the classroom be that safe haven. 

"Emotional and social challenges, acute and chronic stressors, cognitive lags, and health and safety issues," are all the four primary risk factors that Jensen mentions that families living in poverty face. When you have been in the classroom for some time, as a teacher, these factors start to become more and more prevalent to you. Being the teacher, I am able to notice the students that struggle with some or even all of the given risk factors. I also know the family background of these students and I know that they are suffering with types of poverty. Probably half of my class is living in single family homes or living with a grandparent. It would be easier for me to name the students that I know are living with both parents. Some of the kids in my class have a parent in jail or in the military. One students' dad is in jail and his mom is in the military. Many students live with grandparents or other types of guardians. There are also some students in my class that will just sit in their seat all day completely zoned out staring at his or her desk. As teachers, we know that their mind is somewhere else. We know that they are focusing on their home life or food because they are hungry. Anything could be going through that child's mind that, at the time, is more important then what we are trying to teach them. In my class, students that are suffering from poverty, normally are very quite and keep to themselves, or they are disruptive and cause issues in the class and act as a distraction to the others.

Knowing what we know, as teachers, there are absolutely some strategies we can try and do to help these students that are struggling with poverty. "They often lack warmth and sensitivity and fail to form solid, healthy relationships with their children," (Jensen 2009.) These students need that stable place where they can interact with their peers and have solid, open relationships with the teacher and peers. Christine Lynch, who is the principal at John Shaw Middle School in Spokane, Washington, states, "we create a caring, nurturing environment, where we know about poverty, but we're pushing our kids with high expectations, creating a college ready atmosphere, working with our entire neighborhood." Having a school be a caring and nurturing environment is crucial for these students. Many of these students do not have that type of environment at home, and in order to develop and grow properly, they need it; school must be that place for them. Having high expectations for your students is absolutely critical. If you do not believe in your students, why should they believe in themselves. Teachers need to push these students to do better so they have goals to achieve and get to that next level. These students want to do well, they just need that push and we need to set the bar high for them and help them get to that bar. Ms. Lynch also talks about having a predictable environment. She states that students do not normally have a predictable environment so it is important for school to be that "safe sanctuary of learning" for them. They know what behavior is expected and they know the outcomes if they are learning and having the behavior they are expected to have. 

Eric Jensen talks about more direct steps to take when helping students in poverty. He states the first things to do is recognize the signs. Teachers need to do their research and know what the signs may be of a student living in poverty. They cannot just get mad and frustrated or yell back when a student is talking out of line, they need to ask themselves "WHY is this students behaving like this?" Jensen also suggests to alter the environment. This could mitigate stress and resolve potential compliance issues. Jensen suggests instead of using bells as class transitions, try using a song. Also, allow some time at the end of the day for students to work on their homework. That way, if they have other priorities at home, they can get to that without the stress of homework. The last suggestions he makes is to use cooperative structures, where the teacher and student are working together and not as one is better than the other, and also to incorporate hands-on activities in your lessons. If students are engaged in their learning they will be less likely to act out or behavior poorly. The last strategy Jensen mentions is to empower the students. Instead of just telling the students how to behave and act, we, as teachers, need to model and teach them how to behave; that is the only way they are going to learn, because they are not learning it at home. Help the students with conflict resolution skills. Teach them what they can do if they are having an issue with someone. Teach them how to deal with frustration and anger, try counting to ten and taking deep breaths. Give the students responsibilities, if they misbehave or disrupt the class, they need to do something to "make it right." Jensen has an extensive list of strategies that teachers can use in the class to diminish the challenges students face we poverty. Teachers need to have an enriched classroom with a balanced, sustained, positive, and contrasting learning environment, which will change the students' lives over the long haul. 

REFERENCES

Jensen, E. (2009). Teaching with poverty in mind. Alexandria, Virginia: ASCD.

NASSPtv. (Producer). (2009). Principal christine lynch on educating students from poverty. [Web Video]. Retrieved from https://www.youtube.com/watch?v=x_vfvbEoYGc&feature=player_embedded