Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement

This book is a must read for educators! I read this book while I was in college for my bachelors in early childhood education. I found the strategies in the book to be very engaging. The writing style of the author is very honest and straight to the point which I appreciated.

I'm a special education teacher in a Title I school. In one of my grad classes we had to pick a book to read, choosing between a couple. This book has good review so I picked it. I completely understand the positive reviews! This was easy and surprisingly enjoyable to read. I love how each topic is broken into five action steps, and each action step has multiple strategies to try in the classroom. Can't wait to implement these strategies when the school year starts back up!

I thought this was a well-written book. Jensen practices what he preaches. He understands our students in poverty and has some wonderful strategies for how to help them become engaged in their learning.The goal I chose for my teaching this year was cognitive capacity. I am looking forward to trying out strategies to help my students with executive function: working memory, problem solving, processing speed, study skills, etc.I am writing this right after finishing it. I may need to update my review after a few months of using the strategies. I really hope I can use them effectively for the benefit of my students!

How many Eric Jensen books do you have? "Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement" belongs on every educators' bookshelf that teaches at a Title 1 school.Eric uses such easy-to-understand vocabulary it is as if he is in my living room explaining the strategies to me. Not only are Eric's strategies practical, they are backed by the research.Thank you, Eric.Dr. Jim Ewing (Author of "Math for ELLs. As Easy as Uno, Dos, Tres.)

As a passionate and driven teacher of 39 years, much of the material in this book is not new to me. If I were buying it for my own reference, I'd be disappointed, however, I plan to use this text, along with John Hattie's work, in a grad course I teach. My students are teachers who teach in rural, high-poverty schools. I hope the information in both books will offer optimism and direction as they engage in collaborative data inquiry about their schools.Eric Jensen connects the research of John Hattie to his strategies. I'm sure Jensen inspires those around him as his voice comes across very passionately in this book. He knows firsthand what it was like to go to school a neglected and abused kid. He is a great advocate for kids, and accepts no excuses.There is no excuse for giving up just because you may teach in an impoverished area. There are gemstones to be polished in every school. They're just waiting to be found by the right teacher.

Every classroom has students experiencing challenges and one of them is Poverty. Learning is difficult when you are hungry and usually poverty is not all the students are facing. I wish my teachers had a book like this and put it into action when I was young. See past the behavior and know that poverty exists more than ever. The strategies will help you so much, but most importantly will help the kids you are teaching.

This book is so filled with amazing, practical applications that it truly is a must read for every educator. Although written with poverty in mind, so much of it can be applied to any classroom and any struggling student. There is something for every teacher K-12!I don't think my copy has a single page without some type of notes or underlining. So often I wrote, "Good idea or must try this."So basically, Eric has done it again. He has provided us with a much needed tool to reach all students. I will be buying more copies as gifts for some of my educator friends. Thank you, Eric!

Eric Jensen is addressing the "engagement" issue, which has long been under attended in "stand and deliver" teaching strategies. His earlier book, Teaching with the Brain in Mind, is an eye opening, solid work for transitioning into the murky world of "No Child Left Behind". Jensen's writing is helpful in spite of the uninformed "NCLB" law, and the fear of failure that seems to keep lawmakers from carving the illiterate junk that remains in the ESEA (NCLB). There are other authors writing good stuff, too, but we could use more of them, along with major overhaul to this well-purposed, poorly implemented legal entanglement (NCLB).