Journal of the Effective Schools Project, Volume 5, 1998 Page: 13
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class based on whether or not they like
you (Payne, 1995). The physical
health of children living in poverty is
also influenced. Characteristics in this
area may be manifested through sleep
disturbances, eating disorders, brux-
ism, lethargy or constant physical ten-
sion. Children may be overly aggres-
sive, withdrawn or change moods er-
ratically (Schmitz, 1992).
Educators are in a unique position to
influence children in poverty situa-
tions and help them find a way out.
Individuals leave poverty for several
reasons. They have a goal or a vision.
The situation is so painful that any-
thing would be better. Someone spon-
sors them. They have a talent or abil-
ity which provides them with an op-
portunity (Payne, 1995). As stated in
an article in the Journal of Education,
"The simple factor of being poor, a
life-style of specific peer interactions,
clothing, nutrition, recreational facili-
ties, neighborhood safety conditions
and adult role models, negatively in-
fluences both the predisposition to and
the capacity for profiting from school"
(Schmitz, 1992, p. 41). In spite of this
educators must teach children the
skills and rules which will allow them
to make a choice. Teachers must work
to find academic and social strategies
which will empower students to de-
velop a personal vision then set and
achieve goals which will help them
realize that vision. As educators we
have tremendous opportunities to in-
fluence these children and make a dif-
ference in their lives.
Purpose
The purpose of this project was to
identify instructional strategies which
assisted returning students in achiev-
ing their goals and potential. A deter-
mination of resources which students
were lacking and information regard-
ing their level of academic success
was needed. An awareness of theirattitudes and perceptions dealing with
academic and social situations as well
as information regarding their priori-
ties was also needed.
Participants and Setting
The participants in this project were
from lower/middle and lower socio-
economic homes. Most exhibited
some of the behaviors which were
stated earlier as characteristic of chil-
dren who live in poverty situations.
The participants received instruction
in a multi-age, non-graded classroom.
The class consisted of students con-
sidered to be in the third and fourth
grades. All the participants were go-
ing to be fourth graders next year
(some by promotion, others by I.E.P.).
All but one of the participants had
been in a multi-age, non-graded class-
room for their entire academic career
and all were expected to return to the
same class and teacher next school
year. Three of the participants had re-
mained with the same teacher (the
author) for the past three years.
Methods
History
* Personal - A brief history was com-
piled for each participant. Outlined
were their age, race, gender and in-
formation about siblings. Also in-
cluded was information regarding par-
ents' educational level, employment
status and income. Additionally, a
chart was included which showed the
resources which the participant had or
did not have (criteria for chart - finan-
cial based on 1994 Census, all other
areas based on personal knowledge of
family situations).
* Academic - Scores were taken from
the standardized test which is given
every year statewide. (Texas Assess-
ment of Academic Skills, TAAS)
Drawing
Students were asked to close their
eyes while the teacher told them toEducators are in a
unique position to
influence children in
poverty situations
and help them
find a way out."Think about the word school". Stu-
13
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 5, 1998, periodical, 1998; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201682/m1/19/: accessed April 26, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.