Engaging Students with Poverty in Mind

by Eric Jensen
Teachers are the common denominator, and the key
factor affecting class climate. They have a huge
influence on students engagement, learning, and overall
daily lives.

The Connecting Engagement Factors-Benefits of a

Positive Climate
Vocabulary: In a positive climate, students feel safe enough to take risks and
try out new words, resulting in stronger vocabulary retention.

Effort and energy: In a positive climate, students feel affirmed and are
motivated to work harder.

Mind-set: A positive climate fosters a mind-set of academic optimism and

confidence.

Cognitive capacity: A mind-set of academic optimism makes students more

receptive to learning and expanding their repertoire of cognitive skills.

Relationships: In a positive, emotionally safe climate, relationships thrive.

Stress level: In a positive climate, students are in more relaxed mind-body
states and feel a sense of control over their own learning.

Five Actions to Create a Positive Class Climate

Raise the bar.

Manage mind-body states.

Establish that we are family.
Sustain emotional positivity.
Teach positive social and emotional responses.

Todays Goal
Teachers will share some strategies they use to build a
positive class climate in connection with the 5 actions
identified by Eric Jensen.

1. Read the key points of each action and discuss them

with your table group.

2. Read the question and brainstorm your responses

together.

3. Record your ideas on the chart.

4. After 5 minutes you will be signaled to move to the
next table.

5. At your last table, you will be asked to report out 2 or 3

key strategies.

Action #1: To Create a Positive Class Climate,

Raise the Bar

Teachers expectations are critical to student success.

Students typically live out their own expectations, so effective teachers get students to expect
more of themselves.

Students who have low expectations of themselves typically underperform.

What are some ways that you set high expectations for your students?

Set the bar high, provide work on a higher level, celebrate what students can do independently
Build relationships with students so you know when to challenge them
Hold students accountable
Provide high level examples of students work
Students set mini-goals; teacher sets long-range goals because students with low self esteem will not set high
achieving goals for themselves
Students set goals and track their own progress
Compliment student effort to encourage more effort
Scaffold instruction

Action# 2: To Create a Positive Class Climate, Manage

Mind-Body States

Students thoughts, emotions, behaviors, and academic performance correlate with their physical, emotional, and
cognitive states.

Students show up to class in a variety of states that may obstruct their learning such as anger, frustration, hunger,
skepticism, fear, sleepiness or apathy. The state that students experience most frequently feels normal to them.

When bad things happen-which is often the case among low-SES studentsstress levels increase, hope diminishes, and
anger feels normal.

Strong teachers take the actions necessary to transform students negative incoming states into
positive target states. What are some ways you can accomplish this with your students?
Acknowledge and try to identify triggers
Yoga, BrainGym, Energergizers
Responsive Classroom strategies, language
Give time and space to decompress
Redirect
Meet students basic needs: food, water, movement, nurturing

Action #3: Establish That We Are Family

Every classroom includes multiple layers of relationships that matter; teacher-to-class,

student-to-teacher, student-to-student, staff-to-staff.

Often, low SES students have no stable adult role models, so teachers need to embrace
the parent role in school.

By the time they reach age 12 or 13, children focus on social status and want to feel
special among peers. A loss of social status among peers can increase stress level.

Research shows better relationships support better achievement.

What are some ways you foster all of these relationships in your classroom?
Take an interest in students personal life and interests
Morning meeting and closing circle
Use respectful language all the time
Cooperative activities
Consistent routines
Show acceptance

Action #4: Sustain Emotional Positivity

When students dont feel connected or affirmed, why should they bother coming to school?

Positive emotions help reduce absences and boost resilience to adversity.

Emotions have become a hot research topic during the last 10 years.

Studies show the ratio of positive to negative conversations among high income families was 6 to 1; middle
income families 2 to 1. However, in low income families the number of negative comments outnumbered the
number of positive comments 2 to 1. Research shows that the optimal ratio of positives to negatives for human
growth is 3 to 1.

For students to be in a good state for learning they need three positive affirmations for every one negative.
Affirmations can come from peers as well as teachers.

What are some ways you provide an affirming experience for every student everyday?
Give students opportunities to shine
Use reinforcing language
Cooperative learning opportunities

Full group celebrations with positive teacher/student comments

Closing circle, self-reflection

Action #5: Teach Positive Social and

Emotional Responses

Children growing up in poverty or other adverse circumstances get less quality time with their caregivers and
thus hear fewer affirming words. Their caregivers are less likely to provide security, warmth, and sensitivity,
which means kids are more likely to be anxious or withdrawn.

Ideal classroom emotions include cooperativeness, patience, humility, and gratitude. Students who dont have
those in their emotional repertoires can show only what they do have. Research shows low SES students may
have more difficulty displaying appropriate emotions.

Students who do not show appropriate social-emotional responses in class need an adult to give them the tools
to survive and thrive in their world. These are teachable skills. Research suggests that these skills are a huge
predictor of future social and academic outcomes.

What are some ways to teach and practice appropriate and social emotional responses in
your classroom?
Modeling, catching a teachable moment through stories and role playing
Make time for authentic compliments and model them
Friendship groups, buddy class activities
I-messages
Parent Academies