Chloe flock EDU 206 H01 Professor Ballard September 11, 2023 Chapter 2 learning tasks Task 2 This video was very interesting to watch. What really surprised me in this video was the numberof homeless kids that live in motels. When I was little, I had to experience child poverty in a few ways. One of ways was my parents got divorced and I ended up living with my dad not my mom.My dad was not working, and he was also on disability. At the time, the government was not giving enough for my dad to live on. So, my dad, my brother and I ended up in a trailer in the front yard at my grandparents' house until we had enough to get an apartment for us. Thankfully, we save enough with the help of child support and alimony money from my mom to get an apartment and eventually a house to live in. what I think that should’ve been done for those kids was for the adults in these kids' lives should have look into Programs like the Earned Income Tax Credit and child tax credits that can provide financial assistance to low-income families. Task 3 Ruby Payne's emphasis on understanding class culture and Paul Gorski's focus on addressing systemic inequities. I rather than choosing one perspective over the other, a balanced approach that incorporates elements of both can be more effective in promoting equity and improving the educational outcomes of students living in poverty. Ultimately, the goal should be to create a more just and inclusive education system that addresses the multifaceted challenges of poverty. Task 4 What I have learned the most from module two is applying the principles of understanding and serving students living in poverty in My classroom that involves creating a nurturing and inclusive environment that addresses their unique needs and challenges. Here's how I can put these principles into practice: 1. Poverty Awareness: - To begin by educating myself about the specific challenges and experiences that students living in poverty may face.
- Try to Avoid making assumptions or judgments about students based on their economic background. - Be sensitive to signs of hunger, inadequate clothing, or other basic needs and address them discreetly and compassionately. 2. Trauma-Informed Practices: - Try to create a safe and supportive environment in my classroom where students feels valued and respected. - To be aware of potential triggers for my students who may have experienced trauma and avoid practices that could retraumatize them. - To provide opportunities for students to express themselves and share their experiences but do so in a way that respects their privacy. 3. Resource Support: - To establish open and nonjudgmental communication with my students and their families to understand their specific needs. - To connect their families with available community resources and support systems. This might involve sharing information on food assistance programs, healthcare services, or local organizations that aid. - To ensure that students have access to necessary materials and resources, such as textbooks, school supplies, and, if possible, meals or snacks.