Lessons on Poverty and Gender Identification

Notably, teachers face challenges such as low performance and motivation due to gender-identification issues and students’ socioeconomic status. Successful teachers should understand that their students have unique characteristics and require support, mentoring, and guidance. Gehrke (2005) claims that “successful teachers maintain high expectations for all students, regardless of where they teach or the backgrounds of their students” (p. 16).

Consequently, teachers must maintain high expectations for students from disadvantaged families and poor environments. Moreover, lowering expectations is not a solution when dealing with students from poor areas (Gehrke, 2005). For instance, I suggest that all students can learn and achieve success regardless of their background, gender identification, or sexual orientation. Therefore, I have developed lessons that will enhance students’ knowledge when dealing with poverty and gender identification.

Presentation on Poverty Realities in America

• Method: A teacher prepares a presentation on Poverty Realities in America, primarily focusing on education. In addition, the role of education in poverty problem solving is discussed. It is crucial to explain that poverty does not cause academic failure. Moreover, a teacher explains various types of poverty, such as generational, working-class, immigrant, and situational poverty. After the presentation, a teacher asks questions to reflect on students’ understanding. What are crucial facts we have already learned about poverty in America? What do you believe is the reason for poverty? What are the opportunities to solve the problem? Can you judge people based on their background? Do you have experiences with poverty?
• Objectives: The presentation and reflective questions enable students to realize that education is a solution to helping end the cycle of poverty suffering. In addition, students learn to understand the meaning of poverty and accept that each member of society has opportunities, strengths, talents, and equal rights regardless of socioeconomic status.
• Materials: Presentation on poverty realities in America.
• Procedure: Ask questions on poverty and observe how students understand the complexity of the topic.
• Evaluation: Based on responses, evaluate the discussions and opinions’ sharing among students.

Presentation on the Gender Spectrum

• Method: A teacher demonstrates a presentation on the gender spectrum. It is crucial to explain the concepts of transgender, namely people who perceive themselves as the opposite sex, gender variant, or gender non-conforming, characterizing people who identify a part of themselves as boy and part as a girl. Essentially, gender identity should not affect personal, professional, or social success. In addition, a teacher should explain that abusive behavior, verbal assaults, and harassment towards transgender or gender variant people cannot be tolerated.
• Objectives: Students realize that every member of society has equal rights and should be respected regardless of gender identification.
• Materials: Presentation on the gender spectrum with recent articles.
• Procedure: After the presentation, ask questions to ensure the students’ understanding of the topic. Discuss the potential problems that people with various gender identification may face.
• Evaluation: Observe the reactions, feedback, and ideas on promoting mutual awareness of the gender spectrum.

Discussion on LGBT and Quiz

• Method: A teacher will start a discussion on homosexuals, bisexuals, transgender people, and intersexuality. Hence, a teacher will inform students about the history of the LGBT community and its movement. A teacher will encourage students to share their thoughts on sexual orientation and how it may affect social interactions.
• Objectives: One of the lesson’s objectives is to raise awareness and oppress homo- and transphobia. Students realize that members of the LGBT community have the same rights. In addition, they should confront homophobic remarks and do not make any assumptions related to sexual orientation. Therefore, belonging to the LGBT community should not affect academic success or interactions with people.
• Materials: Texts and articles to prepare discussion plan and quiz.
• Procedure: After the discussion, students are asked to complete the quiz on the LGBT community.
• Evaluation: A teacher will evaluate the understanding of the topic based on the quiz results.

Case studies on Poverty and Presentations in Groups

• Method: A teacher prepares various case studies on poverty and asks students to form groups of five. Case studies should provide a deep understanding of the challenges that people face when experiencing poverty. Afterward, the students should analyze the chosen case study critically and present the key findings to the class. Thus, students have the opportunity to discuss the chosen topic with their classmates in order to enhance the learning process. Other groups are encouraged to provide feedback and ask additional questions regarding the case.
• Objectives: Students learn how to work in groups, divide responsibilities, and present their findings in front of the class. Moreover, students listen to other groups’ presentations and analyze the information in order to ask well-organized questions and provide appropriate feedback. While investigating the case studies, students write down three things they learned that surprised them. Therefore, students learn about the concept of poverty based on various examples.
• Materials: Case studies on poverty.
• Procedure: Students analyze case studies to prepare the presentations and present them in front of the class in order to share their thoughts and understanding of the key concepts.
• Evaluation: Essentially, a teacher should observe how students interact, listen to each other, and divide responsibilities. Based on presentations and students’ findings, a teacher evaluates the students’ perception of poverty and their ability to interact with one another.

References

Gehrke, R. S. (2005). Poor schools, poor students, successful teachers. Kappa Delta Pi Record, 42(1), 14–17. Web.