In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals:
Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It’s time to set the bar higher. Until we make school the best part of every student’s day, we will struggle with attendance, achievement, and graduation rates.
This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond. In Eric’s latest book, he shares student engagement strategies that are strongly tied to socioeconomic status. Learn the seven factors that are crucial to engaging disadvantaged students: health and nutrition, vocabulary, effort and energy, mind-set, cognitive capacity, relationships, and stress level. To address those factors, Jensen provides actions and solutions you can use in every day practice to:
The strategies in this book will empower you to automate student engagement efforts in your classroom and school so more struggling students succeed. You can get it at Amazon by clicking here.
The true story of the most dangerous “moat” threat in 800 years
Eric Jensen here.
As you know, I did my dissertation on poverty and have become quite interested in the economics of poverty.
I am writing you because I see a threat to your lifestyle and if our roles were reversed, I would like you to tell me about it.
This letter may be a bit uncomfortable to read. If it is, just put it down or delete it. But I will tell you that everything in this is true.
This does not mean there are no alternative narratives about this problem. Yes, there are other, more optimistic scenarios. But I think (and many others much smarter than me) I might (unfortunately) be right about this one. (more…)
The word “explicit” means overt, obvious, known and spoken. Implicit means implied, insinuated, tacit and not said. Our biases have been known to show up in our classrooms in study after study. Surprisingly, most teachers claim they are NOT biased. This month, you’ll see how to recognize your biases and why you should alter them. You will get a critical insight and strategy for high-performance teaching. Stay a learner and you can turn this into the best year of your professional life. Let’s start with an awesome process for success. (more…)
My goal is to help you become extraordinary this year. Every single strategy listed below is a teaching “factor” that ranks in the Top 20 of ALL contributors towards student achievement (sources listed at the end of this newsletter).
Below, you’ll want to turn these “teaching factors” into reality. Take just one of these and practice it until it becomes automatic. That could take you as little as 30 days or as long as a school year. In either case, once it becomes automatic, you congratulate yourself, and then add the next goal.
Here is the list to choose from (limit one per educator)… (more…)
Our issue this month has seven changes you can make to save your life or extend it! You, or a family member, may be concerned about the “big two” killers (cancer and Alzheimer’s). This month we focus on cancer and the July issue will again be on Alzheimer’s.
By the way, every year these suggestions get so many rave reviews that they are re-sent, forwarded and “gifted.” Feel free to do so.
The first change will reduce your risk of cancer. A recent study shows that…
DISCLAIMER: Before I begin any comments about health, I am required by law to make a disclaimer. The disclaimer is, “The following comments are not meant to diagnose or treat any disease, nor have they been approved by the FDA.” (more…)
If you’re like me, you’re so busy, and the idea of stopping for reflection is a tough one. It is especially hard when the topic is on work habits, mindsets and strategies. Plus, the word “autopsy” triggers thoughts of something that died.
Actually, you should be “killing” off weak or wrong ideas. But, why do you and I keep putting it off? For one, it’s hard work. Second, it may be painful. And finally, it takes time, and who’s got extra time? I don’t, and you probably don’t either.
Yet, to become better, you want to discipline yourself to do the things that others won’t do. This creates “separation” between you and those that complain and stay the same. This, in fact, is what gives you job security. Help yourself get 1% better every week of the year and you’ll become fabulous.
You’re already a minute into reading this, so let’s do a five-minute reflective “autopsy” on what is not working well. (more…)
In a recent study, the mean reading comprehension score of low-income adolescents who engaged in 12 minutes of (doing what?) was higher than the mean reading comprehension score of low-income adolescents in the control group. Not a little bit higher, but MUCH higher!
The most amazing part of this intervention was that it was easily replicated, verifiable and very low cost. What was it? (more…)
I try to provide what you want…. the newest, latest and greatest in brain research. Of course, I do read the journals and subscribe to many, like the Journal of Neuroscience. But, I am also a student of the history of learning. I often reread classic textbooks from my bookshelves to reactivate the solid research of the past. After all, a huge amount of research has already been done. (more…)
If you’re like me, you have memories of sharing content with your class of students, and many of them just looking at you and staring. Nothing’s happening.
You’re not sure if they even care what you are saying. OK, let’s say you did use “buy-in” strategies, so that area was addressed. Maybe you see that they just aren’t connecting to the content. Believe me, this has happened to the best of us.
There is a simple tool you can use to ensure this never, ever happens to you again. (more…)