Reflect on the impact of socioeconomic status (SES) on you and your students or the students in your neighborhood school. Write a 2- to 3-page response to the following: Is your socioeconomic status similar or different from the students’? In what ways is

Reflect on the impact of socioeconomic status (SES) on you and your students or the students in your neighborhood school. Write a 2- to 3-page response to the following:Is your socioeconomic status similar or different from the students’?In what ways is it similar or different?How do differences between your SES background and your students’ SES background hinder your teaching?How do you ensure that your perceptions and assumptions do not impede student learning?Does the difference affect the way you teach your students? If so, how?If someone were to visit your classroom or neighborhood school without knowing anything about the school, would the visitor be able to easily identify your students’ SES? Yours?In what ways might this be possible?How does your classroom and teaching materials reflect the backgrounds of your students and honor their real-life experiences?Note: If you are not currently teaching or you do not identify a difference in socioeconomic standing between yourself and the students at your school, you may either opt to reflect on the materials that were available to you as a student or to complete a Google search for resources you feel would be excellent additions to a particular age/content area classroom.Support your statements with evidence from the Required Studies and your research. Cite and reference your sources in APA style. Required Readings The following materials are Required Studies for this week. Complete these studies at the beginning of the week, and save these materials for future use.Excellence Through Equity (Blankstein, Noguera, & Kelly, 2016)Select one chapter to readchapter 3, 4, or 5based on which is more appealing to you in terms of focus and topic. You will use this reading for the Discussion Board post on Wednesday.Chapter 3: Building a School of Opportunity Begins with Detracking (Burris, 2015, pp. 59-72)Chapter 4: The Voices and Hearts of Youth: Transformative Power of Equity in Action (Harper, 2015, pp. 73-96)Chapter 5: Empowering Students and Teachers Through Performance-Based Assessment (Barlowe & Cook, 2015, pp. 97-122)ReadOvercoming the Silence of Generational Poverty (Beegle, 2003) [PDF]EngageAn Atlas of Upward Mobility Shows Paths out of Poverty (Leonhardt, Cox, & Miller, 2015) [Website]Note: Explore the interactive feature, The Best and Worst Places to Grow Up: How Your Area Compares474: Back to School (This American Life, 2012) [Podcast] [Transcript]Poor Children, a New Majority in Public Schools (Scott, 2015, January 16) [Podcast]

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