Impacts Of Poverty On Student’s Achievement Essay Example for Free

Impacts Of Poverty On Student’s Achievement Essay Poverty is an issue faced by more children in our nation. Children face problems related to poverty during their schooling. The price that children pay out of poverty is incredibly high than anyone can imagine. Each year, schools admit large numbers of children with needs brought about by poverty which is an issue that the school is usually not prepared to deal with. Poverty is a risk factor in the process of student’s education. This paper examines the impacts of poverty on teaching and learning which determines the student’s academic achievement. The concept of being at risk This term refers to students who are faced by life’s social circumstances such as poverty that puts them at risk of underachieving in school. There are many risk factors which increases the chances of a student to failure. However poverty is regarded a major risk factor due to its compound effect. Some of the factors that are related to poverty and put a student at greater risk of failing include, very young parents, unemployment, low educational level parents, substance abuse, exposure to inadequate or improper educational experiences, dangerous neighborhood, mobility, abuse and neglect as well as homelessness. (Gromard, 2003) These factors affect the physical status of the children as in dressing, the type of food they eat, their personal effects are usually of low quality or cheap. The physical disparities in among the students cause a wide gap between the poor students and their peers from middle or upper class families. Sometimes the isolation of this group of students is automatic in that they themselves assume that others do not want to associate with them. Teachers may also contribute in perceiving students in accordance to their social classes. This is however a rare case because teachers are professionals. Nevertheless, there are some instances that the teacher may talk about an issue in the process of teaching and unintentionally touch the students from poverty stricken families. For example in studying population, the teacher may teach about demographics of poverty which is inevitable. This students may change their attitude towards the teacher and hence the subject. (Knapps, Shields, Clementina, 2001) High mobility is a symptom associated with poverty in connection to other surrounding factors. Students who come from poor families may live in daily or monthly rent houses. This is makes them to move day in day out as their parents look for jobs or runs away from problems like abusive spouses, financial responsibilities or criminal records. This kind of situation may also put the poor family homeless. The conditions they live in affect their education achievement. This result from the emotional impact that moving impacts on children. The children also are forced to join new schools occasionally where they may find it very difficult to adapt. When this factor combines with other issues related to poverty, overwhelming effects on the students’ social, emotional and cognitive development are experienced. Students from poor families attend school irregularly. Transfers to new schools are a routine which brings about difficulty in socialization with new friends in the new school. This may make the student to become either withdrawn or hostile due to their experiences in their past attempts to make friends. The student may therefore develop an attitude of ‘why bother’ with regard to both social and academic aspect schooling as they will after all be moving soon. Due to the various reasons of moving, which are often abrupt, the student come to the new school without records from their previous school which makes it difficult for the school to track the records. As a result, teachers lack the slightest idea of what the student have or haven’t leant. It is a big challenge for the school to place the new students in a class and provide them with the additional services they may require. Even when the school succeeds in placing the new students in class and providing these services, these students will likely move within the school year. It is also difficult for teachers to teach these kinds of students something valuable as they rarely concentrate. Children from poor families become aware of the social economic classes that exist in the society at a very tender age. They grow being aware of their own class and that of their peers which make them to develop a class related attitude as early as in their elementary schooling years. This attitude id carried on throughout their lives in school. Inferiority complex or aggressiveness may be the end result of this effect of poverty in the student’s life. However teachers can help children build up caring and sensitivity towards various cultures including social classes. Lessons and activities in the school should be designed on how children perceive the world and themselves during the different stages of development. For example at the age of eleven, children can comfortably reflect on the causes and solutions to poverty. Achievement gap Achievement gap is the difference in academic achievement between children from various groups or classes in relation to ethnic, income or race. The achievement of students is generally lower than that of middle and upper classes. However at lower levels, children of poverty achieve more than their peers from well to do families. Children from low income families have more in their minds than quizzes, homework or extracurricular activities. As pointed out earlier in this work some may have spent their nights in the streets due to homelessness, at camps or compounds of their friends or relatives. Therefore they are often engaged in thinking about where they will spend that night as well as caring about their parents who go through hardships trying to look for a living for the family. This affects their concentration in class and other school activities hence affect their performance academically as well as socially. (Brown, 2000) The reason for variation in achievement of students is determined by the social environment the students come from and the education that they receive in school. Poverty influences the quality of student’s learning behaviors, their past experiences with education, home environment and sometimes the teacher’s attitude which greatly affect the individual student performance. Students from poor or low income families are generally worried too much about themselves. They usually feel out of place when interacting with children in other social classes. They may feel that the society is unfair by placing them in poverty. The students may decline from participating in class activities and this affects their learning in school. As proposed by Salvin 2001, schools impact on students’ academic achievements are powerful and the success of all the students regardless of their social economic class depend on the teachers’ perception of these students as at promise rather than at risk and at the same time preparing them to get to their full potentials in life. A good education that is focused is usually the only means of breaking the vicious cycle of poverty for the poor children. These children require an education founded in high standards with high expectation for all. The curriculum should be aligned to ensure that a meticulous and assessment go hand in hand with the standards. The curriculum should avoid a decrease in opportunities for the students from the poor background. What usually takes place in the classroom has influence on the achievement of the students and hence teachers should be careful when passing information to students. (Plumber, 2004) The teacher should avoid at all costs any activity that may discriminate students from poor backgrounds. The content of education should be of value and cultural relevant. Teachers should be aware that the instructional and classroom management methods do not necessarily work well for poor students. The teachers can help in closing the achievement gap.

How An Avalanche Forms :: avalanche snow form

While there are many different ways for avalanches to set up, they are all related in the sense that the snows' frictional hold on the slope has released and gravity is pulling the snow particles down. When the snow is deposited during the storm, the particles are 'bonding' or 'locking' together and creating layers of particles that are relatively similar. Every time the temperature changes during the storm, or the wind shifts directions, it has an effect on how the snow settles and may form a new layer. Some of these layers are denser than others, and some will bond nicely with neighboring layers while others may not. The better the bonding is between the layers, the more stable the snowpack is. When a weak layer is deposited, or created in the snowpack, the chances of that layer collapsing and causing an avalanche are much higher. The layer may fail due to the force of gravity, the weight of new snow on top of it, or forces from a skier or snowmachine on it. An avalanche occurs whe n the forces due to the previous instances become greater than the mechanical strength of the snowpack. There are two distinct types of avalanches: loose avalanches and slab avalanches. While they are structurally different systems, both can be equally troublesome to those recreating in the mountains. Loose, or point-release, avalanches occur on slopes where the snow has simply lost its ability to remain on the slope. This is due to cohesionless snow sloughing off the surface, and picking up more snow as it falls down-slope. As the first particles of snow begin to release on the steeper aspects of the slope, they collide with lower particles, and create a fanned, triangular appearance on the slope. This type of avalanche generally occurs on slopes of 35 degrees or more and typically involves only the upper layers of the snow pack. Slab avalanches happen when a weak layer in the snowpack fails and the cohesive layer above, separate from the rest of the snowpack and flow down the mountain. The layer that separates remains intact as a unit, and resembles a slab of packed snow flowing down the mountain. As it travels downslope, collides with objects and rolls over the terrain, it generally breaks up and is crumpled into smaller, broken pieces of slab by the bottom of its runout. When either the weak layer fails, or the bond between the slab and the bedsurface releases, the force is drastically increased on all remaining bonds connecting the slab to the slope. How An Avalanche Forms :: avalanche snow form While there are many different ways for avalanches to set up, they are all related in the sense that the snows' frictional hold on the slope has released and gravity is pulling the snow particles down. When the snow is deposited during the storm, the particles are 'bonding' or 'locking' together and creating layers of particles that are relatively similar. Every time the temperature changes during the storm, or the wind shifts directions, it has an effect on how the snow settles and may form a new layer. Some of these layers are denser than others, and some will bond nicely with neighboring layers while others may not. The better the bonding is between the layers, the more stable the snowpack is. When a weak layer is deposited, or created in the snowpack, the chances of that layer collapsing and causing an avalanche are much higher. The layer may fail due to the force of gravity, the weight of new snow on top of it, or forces from a skier or snowmachine on it. An avalanche occurs whe n the forces due to the previous instances become greater than the mechanical strength of the snowpack. There are two distinct types of avalanches: loose avalanches and slab avalanches. While they are structurally different systems, both can be equally troublesome to those recreating in the mountains. Loose, or point-release, avalanches occur on slopes where the snow has simply lost its ability to remain on the slope. This is due to cohesionless snow sloughing off the surface, and picking up more snow as it falls down-slope. As the first particles of snow begin to release on the steeper aspects of the slope, they collide with lower particles, and create a fanned, triangular appearance on the slope. This type of avalanche generally occurs on slopes of 35 degrees or more and typically involves only the upper layers of the snow pack. Slab avalanches happen when a weak layer in the snowpack fails and the cohesive layer above, separate from the rest of the snowpack and flow down the mountain. The layer that separates remains intact as a unit, and resembles a slab of packed snow flowing down the mountain. As it travels downslope, collides with objects and rolls over the terrain, it generally breaks up and is crumpled into smaller, broken pieces of slab by the bottom of its runout. When either the weak layer fails, or the bond between the slab and the bedsurface releases, the force is drastically increased on all remaining bonds connecting the slab to the slope.

Reaching the Heights of Excellence Essay

Most people want to pursue excellence, as if it is a goal to be reached. There is a notion that excellence is the key to be powerful. When you are excellent you have high chances to be chosen as a leader, a model person, an employee in prestigious companies or institutions and a highly-respected individual. However, excellence is not a goal but a standard and a winsome lifestyle. It is a journey and never a destination. Climbing the heights of excellence is giving a notion that excellence is a pursuit of pre-eminence which is parallel to the denotation of excellence. Excellence denotes a quality which is unusually good and so surpasses ordinary standards or a state of being outstanding and superior. It is a pitfall for Christians. The Bible says in Colossians 1:17-19 that Christ should have the pre-eminence in all things. Nevertheless, the heights of excellence could be God’s ideals for His children and not lording over anyone acting as god. Incorporating the work ethics and values, and devotion in reaching the heights of excellence can become excellence in God’s ideals. Values tend to affect attitude and behavior for it is defined as broad preferences concerning the courses of actions or outcomes. Attitude and behavior reflect the values one upholds because they are observable. It is by action that work ethics and values become visible. Work ethics will only remain as a set of values based on hard work and diligence if action is absent. It is not only applicable in jobs or professional works. It is applicable in everything one does. Whatever pursuits, may it academics or extra-curricular activities or home chores require work. Work is everywhere and whatever one does, one can reach the heights of excellence when one is being reliable, initiative and teachable. It is very crucial to have a teachable spirit in working. One cannot say that he or she has attained all the necessary things to be able to accomplish the best of everything. Be contented but never be satisfied because learning is a lifetime quest. Satisfaction is the enemy of excellence. Being teachable is one of the important values in excellence. Excellence is not afar when the actions of work ethics and values are consistent. Excellence without Christ is nothing. Devotion is always attributed to God. It depicts the religious zeal of a person. Excellence is never apart from God. Many Biblical characters as Daniel had become excellent because of God. Daniel 6:3 tells that Daniel was excellent because the excellent spirit was in him. To apply devotion in reaching the heights of excellence is to reorder one’s priorities by being single-minded. Make God the first, the best and the last in everything and excellence is not apart from you. There is a perception that devotion to God hampers the pursuit in reaching the heights of excellence. Excellence is a winsome lifestyle. It is the inevitable effect of incorporating devotion in reaching the heights of excellence. It is being Christ-centered, focused and nice. The problem with being excellent apart from God’s ideals is the tendency to be boastful or to brag if it is in academic pursuits, to be ‘holier than others’ attitude if it is in spiritual aspect and to be mean and rude if it is in administration. Work ethics and values, and devotion can only be seen through actions. It is by the consistent actions of work ethics and values through the positive attitude and behavior that excellence is in a person. It is by devotion through earnest commitment to God that the heights of excellence become attainable. Excellence can never be apart from God. Excellence is the standard of God and that’s what makes it His ideals. And such standard can be visible in the character. Work ethics and values, and devotion should be a part of one’s character to reach the heights of excellence. Excellence is a journey; therefore, incorporate work ethics and values, and devotion in the everyday life. Excellence is a standard and a winsome lifestyle; therefore, set the standard high and yet honor God and bless humanity. The integration of work ethics and values, and devotion to the ways of life is the application that will certainly bring you to the heights of excellence. It is the heights that are God’s ideals.

Case Analysis - 1258 Words

Ana Case Study Analysis Written By: Marcella Fullilove Grand Canyon University: PCN 500 Counseling Theories 3/21/2012 Instructor: Dr. Cheryl Fisher The use of a case study analysis can help a student or group apply the best theory to an individual’s problems or issues. The green team will face the challenges as therapist to provide the necessary problem solving skills that may be suitable to this case study. Ana is the adult female in this case study who is face with different types of problems or issues. The green team will analyze the information, apply best theory, and provide results that will be appropriate for Ana’s major stressors. As there may be no wrong or right answer, it is the work of great minds†¦show more content†¦Therefore, we are uncertain whether or not her family knows that she is not in school. It seems that a lot of importance has been put on education in her family, but college is not for everyone. 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