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SES Background Activity

SES Background Activity

Students from low SES backgrounds may have trouble staying awake.

As the teacher, to help these students, I could implement compassionate ways to keep them awake. The strategies are preoccupying the whole class with a think-pair-share where learners can discuss in groups, and when every other person is distracted or involved, I could lightly touch the arm of the sleeping learner. Secondly, I could switch the lesson to an activity that needs movement to keep the sleeping learners awake (Lau, Eva, and Mei 12). For instance, a teacher can engage learners by having students briefly participate in role-play, such as acting in a narrative or story. Alternatively, students can be asked to discuss prompts positioned in different parts of the class.

Students from low SES backgrounds may have trouble concentrating.

As the teacher, to help these students, I could have attention breaks by beginning to teach the children the meaning and significance of attention. The other way is to support learners in practicing attentive behaviors in non-vital and non-threatening times during the school day (The IRIS Center 7). In addition, while teaching, I could ensure I have periodic intervals to implement attention breaks using an app of timers to signal me, then have learners mark whether they were attentive or not. Secondly, I could adjust time frames by breaking the content into smaller intervals to capture learners’ attention in case they are disengaged.

Students from low SES backgrounds may have trouble remaining engaged.

As the teacher, to help these students, I could use model instruction and frequently follow up with the students. The teacher’s role is to be responsible for the specific challenges, such as remaining engaged by giving scaffolded assistance to close the learning shortfall (Lau, Eva, and Mei 6). For instance, as a teacher, I could use visual aids or representations to keep learners attentive in class, as they will be more focused on the representation and remain engaged throughout the lesson.

Students from low SES backgrounds may have trouble attending school regularly.

As the teacher, to help these students, I could consistently apply rewards and sanctions on absenteeism and non-absenteeism. Then, I could make a follow-up on lateness and absence with this student to understand the reasons and barriers for absenteeism. In class, I would implement weekly lesson reviews for learners having trouble attending school (Brandmiller et al. 63). As a teacher; I could also allocate extra evening time to assist these learners in learning the lessons they missed.

Students from low SES backgrounds may have trouble being on time for school or class.

As the teacher, to help these students, I could begin the class powerfully with fun activities in that as the latecomers arrive, they will be forced to get the fun idea from classmates and be motivated to come early the next day (IRIS Center 6). Secondly, I could reward early arrivals and set an excellent example to the learner by arriving early in school and starting lessons timely. Rewarding learners will inspire students with low SES backgrounds to arrive at school on time, even if it is troubling them, so they can receive the reward and engage in fun activities at the beginning of the class.

Students from low SES backgrounds may have trouble responding appropriately to authority figures.

As the teacher, to help these students, I could educate and guide these learners on how to respond correctly to authority figures using words such as yes, Sir, and yes, Madam. Secondly, I could teach them by being upfront and consistent about the rules for responding correctly to authority figures. For instance, learners can be taught about positive and appropriate responses to authority figures without fear by encouraging them to listen actively and maintain eye contact before responding (Liu, Ran, and Yi-Lin 16).

Students from low SES backgrounds may have trouble completing or turning in homework.

As the teacher, to help these students, I could go around the class checking or collecting each student’s assignments to help those having trouble turning in homework. For those having trouble completing the homework, the teacher should assess where the problem is and give them individual assistance on the homework after class (Lau, Eva, and Mei 4). Also, I could teach them the importance of completing and turning in homework.

Students from low SES backgrounds may have trouble bringing materials to class.

As the teacher, to help these students, I could consider using the materials other learners have brought to teach all the learners. Alternatively, I could embrace creativity to come up with the materials and give the students from low SES backgrounds so they feel equal to other learners (Liu, Ran, and Yi-Lin 11). For instance, suppose learners were asked to bring handouts or worksheets to help them in the next day’s class. Unfortunately, students from low SES backgrounds could not come with these copies due to different background challenges. In that case, as a teacher, I could give my extra copies to the learners or even use the school photocopy to get more copies.

Students from low SES backgrounds may have trouble communicating with others.

As the teacher, to help these students, I could first identify these learners, give them counseling and proper guidance, and teach them the importance of communicating with their peers. Accordingly, I could teach the learners to encourage active listening and to pay attention before issuing any response (Brandmiller et al. 63). Then, I could practice conversation among learners by creating groups with communication challenges and those without. This way, those having trouble will be compelled to communicate. While in this group, as the tutor, I could supervise the troubled students and see if they are engaging and using the strategies taught in their communication.

Students from low SES backgrounds may have trouble performing on grade level.

As the teacher, to help these students, I could implement the strategy of breaking down the assignment. This is doable by breaking down the more complex topics into small, understandable ideas. Breaking down would help the learners focus on a big concept related to the lesson (Brandmiller et al. 63). Visual representations can replace written work, and mathematical problems can be simplified by breaking down the difficulty in levels. Finally, passage reading can be facilitated to help learners with trouble performing at the grade level. Secondly, as the teacher, I could break down answers for students. This can be executed by issuing close passages, word banks of solutions, true/false or Yes/No answers, and even pre-written vocabularies to assist students challenged in performing on grade level. These techniques simplify and make concepts more understandable (Liu, Ran, and Yi-Lin 13).

Works Cited

Brandmiller, Cornelius, Hanna Dumont, and Michael Becker. “Teacher perceptions of learning motivation and classroom behavior: The role of student characteristics.” Contemporary Educational Psychology 63 (2020): 101893.

Lau, Eva Yi Hung, and Mei Lee Ng. “Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents.” Children and Youth Services Review 99 (2019): 10-17.

Liu, Ran, and Yi-Lin Chiang. “Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning.” The Journal of Chinese Sociology 6.1 (2019): 1-17.

The IRIS Center. Classroom diversity: An introduction to student differences. (2012). Retrieved
from https://iris.peabody.vanderbilt.edu/module/div/

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Question 


The IRIS Center (Vanderbilt University) provides high-quality materials for university faculty, professional development providers, and practicing educators. You may see the IRIS Center referenced in some of your education textbooks. Throughout this course, we will utilize some of their great resources.

SES Background Activity

SES Background Activity

For this week’s assignment, visit this webpage: https://iris.peabody.vanderbilt.edu/module/div/cresource/q2/p06/#content (Links to an external site.)

  1. Review all the information on this webpage. Pay attention to the different graphics/boxes – including the one titled: Potential Challenges for Students Related to Low SESand the box underneath it titled: Students Might Have Difficulty. In addition, six items are listed in the “What Teachers Can Do” section towards the end of the webpage. Those items are:

Create a structured and well-managed classroom.

Provide a safe and nurturing environment.

Use evidence-based practices

Motivate and engage students

Support students

Involve families

Please note that these above six items will expand if you click them on the IRIS webpage. Potential actions are discussed in these drop-drop-downs.

  1. Considering the challenges students from low SES backgrounds may face, download this activity and address each statement: SES Background Activity_IRIS.docx  Download SES Background Activity_IRIS.docx     *Please include complete sentences and well-developed answers in your response.

Please ensure your answers reflect the information you read about in the IRIS module.

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