Response to "Understanding Poverty in the Classroom"

Understanding Poverty in the Classroom by Beth Lindsay Templeton

             In chapter 6 and 7 of this book, Templeton addresses the effects of poverty on teaching and learning, and how to learn from others’ successes. The author targets those who are involved with students are living in poverty, specifically teachers and other school faculty. The author takes the assumption that poverty is an effect on students more so than we can imagine or relate as teachers, but that there are ways in which we can counteract these effects with positivity in our classrooms. She also assumes we can do this without having to intervene by pulling a student out of his living situation, or offend the family in any way, but by supporting and providing a safe environment which is conducive for learning. Templeton addresses several aspects of the effects poverty can take, and gives examples of how teachers can respond in an impactful and positive way; as well as provides real-world examples from schools and communities in the United States which have “turned-around” and created the best environment in which these students can learn.

            The suggestions made for each specific aspect of the lives of these children are extremely helpful and insightful. Sometimes teachers cannot have understanding for students’ situations if they do not have experience with similar children or cannot relate to their specific situations. Although these suggestions will most likely be helpful in many situations, I am critical that they will not always hold the promises expected. Each student’s needs are unique, but a teacher must start somewhere. I must be in agreement with the approach the author has taken on these situations. I am sure I will be so tempted to call Child Services and have a child taken out of his living situation, but to cater to his deeper needs I must be willing to attempt at helping the student beyond that option and in my own classroom and control.

            The second chapter focuses on specific examples of schools and communities which have proven to be successful in breaking the barriers to high educational performance. I found these stories highly encouraging because of the great turn-around demonstrated, but also discouraging in a way because they seem very out of reach or unrealistic for many schools. The examples were of schools which completely abandoned their previous ways of running the school and adopted new ways. The overriding point of each example was that everyone involved in the school was committed to the change and willing to put forth their biggest effort – which is the part I sadly see as unrealistic. I also did not see the relation these examples gave to the specificity of poverty, but to struggling schools in general. Overall, I found the chapters agreeable with my personal discourse and beliefs, and was positively surprised to find such great suggestions that are within reach for a majority of teachers.