Teaching with Poverty in Mind
Chapter 3: Embracing the Mind-Set of Change
One of the most interesting ideas I get from this chapter is
that the brain can and does change. Eric
Jensen presents different studies that have collected evidence to support that
brains change, and there are ways that new genes can be expressed based on our
actions. There are activities, such as
learning about music and language training, which have positive effects on
developing brains. There are also
activities that show negative effects on the brain. Therefore, in the classroom, we must find
ways to incorporate and focus on the gaining activities and limit the losing
activities.
This book emphasizes the importance of early childhood
education as a way to improve the brain’s functioning. Strong pre-k programs and afterschool
programs for K-5 have proved to be the most effective programs for changing the
brain. This book presents a study done
on middle school students that examined how interventions helped develop practical
intelligence (58). The study found that
thinking skills can be taught, and the students involved in the study
demonstrated improved performance in the four-targeted areas. A key here was that teachers were trained to
deliver instruction that emphasized the five metacognition areas of knowing
why, knowing difference, knowing self, knowing process, and revisiting. If we want change in schools, teachers must be
offered the opportunity for learning and growth; this will lead to the change
in mind set that is needed for students to see themselves as competent
students.
Another section in the chapter that really caught my
attention was that of the brain’s operating system. Jensen identifies the academic operating
system as:
o
The ability and motivation to defer
gratification and make a sustained effort to meet long-term goals
o
Auditory, visual, and tactile processing skills
o
Attention skills that enable the student to
engage, focus, and disengage as needed
o
Short-term and working memory capacity
o
Sequencing skills (to know the order of a
process)
o
A champion’s mind set and confidence
Most low-income students that come from low-income
environments have operating systems that allow them to survive their
circumstances but are not geared toward being successful in school. Teachers should see developing an academic
operating system as part of their jobs because these skills are necessary for
students to succeed.
