End: Due Jan. 31st Extra time to catch up.

How does this book relate to your teaching and the students you teach?

Chapter 6 (3) Due Jan. 4th

There are 3 areas that can accomplish turnabouts in low performing schools.  What are they?   

Give one example of how each area is demonstrated in your building.

Chapter 6 (2) Due Jan. 4th

The book states: “Good teaching can mitigate the effects of low socioeconomic status and lack of school resources.”  Do you agree or disagree and why?

Respond to 2 others.

Chapter 6 (1) Due Jan. 4th

What are the 6 crucial areas of the social operating system?  How does the social operating system affect classroom learning? 

After reading a day in the life of Mr. Hawkins classroom, critics would say that he has more fluff than substance. Do you agree or disagree and why?

Respond to 2 others.

Chapter 5 (3) Due Dec. 14th

Many teachers will relate that discipline is a major challenge.  How does high poverty affect the amount of time spent on discipline?  How can you change that?

What are 2 strategies you use in the classroom to increase student engagement? (be specific enough others could replicate it)

Respond to 2 others.

Chapter 5 (2) Due Dec. 14th

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The book uses the Acronym CHAMPS to describe the essential skills of the brain’s operating system.  These skills are crucial in the development of academic and life skills necessary for successful children.  What does CHAMPS stand for?   

Choose one area and list 4 strategies (be specific enough others could replicate it) you use in the classroom that would aid this area of development.

Respond to 2 others. 

Chapter 5 (1) Due Dec. 14th

What are the SHARE factors for the classroom?  How do you use each of them in your classroom?

Choose one of them and try to improve what you are already doing in this area. How would you incorporate it into your lesson plans and instruction.  Try it and report back on its success.  (It does not have to be a big plan, it can be as simple as a single strategy.)

Respond to two others.

Chapter 4 (4) Due Dec. 7th

The book lists 7 achievement, success killers.  Choose one, explain it and reflect on whether it is or is not found in your building.  (No names please)

Chapter 4 (3) Due Dec. 7th

What is the importance of relationship building when working with students of poverty?  

 Give 2 examples of how it can be used to benefit the academic environment.  OR give 2 examples of how a lack of relationships can negatively affect an academic environment.

How does this affect graduation and drop out rates? 

Respond to 2 others.

Chapter 4 (2) Due Dec. 7th

What does the SHARE acronym stand for?

How does the implementation of the SHARE factors affect academic gains?

Respond to 2 others.

Chapter 4 (1) Due Dec. 7th

High Poverty, High achieving schools share similar qualities and characteristics.   

List 3.   

Are these characteristics found in your building?  Or how could you foster these characteristics in your school?

Chapter 3 (4) Due Nov. 30th

List one of the action steps and tell how you have used it in your classroom and/or building.

Respond to 2 others.

Chapter 3 (3) Due Nov. 30th

The brains operating systems are malleable.  Give an example of how you can “train the brain”? 

How does early intervention and enriched environments change a child’s ability to learn?  Give an example.

Respond to 2 others.

Chapter 3 (2) Due Nov. 30th

How does “fluid intelligence” (ability to generalize across setting) affect the children you work with?   

What part does poverty play in the ability to generalize?

Respond to 2 others.

Chapter 3 (1) Due Nov. 30th

What is neuroplasticity?

How can you use it to your advantage at school?

Respond to 2 others.

Chapter 2 (2) Due Nov. 16th

How does socio-economic status related to health of the children?

What is the effects of health on school behavior and performance?

Respond to 2 others.

Chapter 2 (1) Due Nov. 16th.

What are the 5 key systems of the brain and give one function for each system.

What effect does poverty have on language development?  

 What could you do at school to help with combat the effects of poverty on language development? 

Respond to 2 others.

Chapter 1 (2) Due Nov. 9th

Children of poverty often live with chronic stress.  List three examples of how stress manifests itself in the learning environment.   

Give three examples of how to combat the effects of stress in school.    

Try out one of the methods in your classroom and respond as to how it worked out.

Respond to two others.

Chapter 1 (1 ) Due Nov. 9th.

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Chapter 1 talks about students from poverty having emotional dysregulation.  What is that? 

Give three example of what this may look like in the classroom and a give a possible solution (action step) for each example.

Respond to two others.