1. Disrupting Poverty Dr. Dale Ellis Spring 2019 NOTE:
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Dr. Dale Ellis
Spring 2019

2. Introduction It’s more that what you teach and how you teach it
Moral conviction is not enough
You must have a culture that attacks poverty rather than excuses it

3. Classroom Cultures that Disrupt Poverty
To disrupt poverty, ALL educators must believe the following 5 tenets:
1. People’s experiences of poverty are diverse.
2. Poverty has an adverse effect on people’s lives and a student’s ability to learn in probable and identifiable ways.
3. Inequitable conditions in schools and classrooms further disadvantage students who live in poverty.
4. Educators not only must be able to recognize inequitable conditions, they must have the ability and willingness to address and correct those conditions.
5. Stereotypes about people in poverty are deeply embedded in our society and influence how we see the world.

4. Adverse Effects of Poverty
Material Resources
Health and Well-Being
Food Insecurity
Neurocognitive and Neurobehavioral Development
Housing Instability
Family Stress and Trauma
Neighborhood Risk Factors
Interrupted Schooling
Language and Literacy Development
Social Capital
Cultural Capital

5. Disruption 1: Building Caring Relationships and Advocating for Students
This is the first and best strategy. Positive impacts include:
Increased Effort
Increased Motivation
Increased Resilience and Risk Taking
Improved Academic Performance

6. Suggestions for Building Relationships
Start with the four critical building blocks: Identification, authenticity, empathy, and trust
View parents/families/caregivers as a key resource
Sweat the small stuff (everyday interactions make the difference)
Be fully present, listen, and set aside time to bond
Teach routines and provide structure
Create a sense of extended family and community
Move beyond defined roles
Harness the power of creativity
Build a network of support

7. Disruption 2: Holding High Expectations and Providing Needed Support
Despite numerous studies showing the positive impact of high expectations, we continue to do the opposite
Low Expectations contribute to Opportunity and Achievement Gaps
This phenomenon is especially crippling to students who live in poverty

8. Suggestions for Holding High Expectations
Build on relationships to make learning relevant
Provide for rigor and risk taking
Be a “warm demander”: Insistent and supportive
Act from an empathic perspective
Hold a growth mindset and encourage the same in the students
Employ the 4C’s: Caring, Clear, and Consistent Communication

9. Disruption 3: Committing to Equity
This practice is much harder than it sounds or appears on the surface!
Cultural Proficiency
Equity Literacy (Do we really know what it is to be equitable?)
Anti-bias Education
The Litmus Test: Homework, Grading, Classroom-based Assessment

10. Suggestions for Committing to Equity
Know what your students need
Meet basic needs to clear the way for learning
Differentiate, scaffold, model – but don’t “dumb down”
Help students become advocates for their own learning
Advocate for change

11. Disruption 4: Accepting Professional Accountability for Learning
Do we hold ourselves accountable for learning?
Do we make excuses?
Self-Efficacy – Do we truly believe we can make a difference?
Self-Awareness – Are we truly reflective practitioners?

12. Suggestions for Holding Yourself Professionally Accountable for Student Learning
Focus on what you can control
Be open to critique and willing to learn
Find an accountability partner
Let students know you won’t give up on them
Consider yourself on the same team as your students
Take risks

13. Disruption 5: Having the Courage and Will to Take Action
Hey! Haven’t we heard all of this before?

14. Wrapping up
Questions?
Comments?
Concerns?
Complaints?