Students from poverty do learn differently. As a teacher, I have to create new instructional strategies that will translate better for this special population. That does not mean that I “dumb down” the curriculum. These students are capable of a lot more than society thinks. Students from poverty enter my classroom with a different tool box. I just need to look within myself and my professional judgment to find the right key to open their learning style. Using the arts, physical education, and technology can dramatically influence how students from poverty learn and begin to make connections.

One instructional method that is often not used in the classroom is the integration of art in learning. The use of music, drama, and art help to create a balance between students from poverty and children from higher-income families. Art and drama come from within and require a certain creativity, reflection, and intelligence. With all that the arts provide for students, it is sad that the arts are usually the first program to get cut due to budget loss. It was amazing to note that if students experiment with art, they will begin to practice their craft. This practice and determination will eventually lead to a more focused student. A more focused student then offers attention to other academic tasks. Art has the opportunity to cross into other academic subjects and produce outstanding results! Therefore, in the classroom, try to use art as much as you can to increase creativity and excitement.

Another instructional method that proves to be beneficial when interacting with students from poverty is exercise! Physical education increases the flow of oxygen and blood to the brain, which creates opportunities for the release of brain-derived neurotrophic factor (BDNF). BDNF helps to raise memory function and supports learning. Physical education could help schools in their goal of higher test scores due to constant accountability from the government. Thus, physical exercise can help raise self-esteem and create opportunities for interdisciplinary learning.

Finally, students from poverty require a variety of instructional strategies that are brain-based that will ultimately lead to a rewiring of the brain. This rewiring creates new connections and new pathways for learning. Combining the arts, technology, and physical exercise, students from poverty can begin to pave their own learning.