PovertyReflections (2)

I Poverty Simulation Reflection Today I participated in the poverty simulation activity at school. l was assigned the role of a single mother with two children, and no current job. I tried to look at all of my expenses and have a plan to make sure I survived for the month, which was the task at ha nd . Once I looked at what I had, I really started thinking that there was no way I could make it. I needed to prioritize, and I actually got stressed about it. The simulation started and I was already worrying about how to make money while also being responsible to my youngest child. I was able to get a job by the second week in my simulation, but I was so worried about securing the job that I actually neglected to provide food that week for my family. When I went to work, I noticed that I really could not focus on my work because I kept looking at the clock thinking when I could leave to make sure I could take care of my children. I noticed that everything I did was rushed, and I was just trying to keep afloat. I also noticed all the things that came at me unexpectedly, like my child getting sick, or having to bail out my older son from jail. I really felt a sense of being overwhelmed, and I was actually angry and more argumentative as the simulation progressed. I was rejected several times at the bank and taken advantage of at the pawnshop; that really irritated me and I felt like scream ing . I was able to pay my rent and feed my children for 2 weeks, but it was rough. I felt exhausted by the end, and mad that I found myself in this place. I only did this activity for an hour, and I experienced such high emotions, I can't imagine finding myself in this situation every day. Afterwards, during the debriefing, one of the colleagues was saying how in her quick cash shop, she was purposely cheating people out of money, and I really felt so hurt at the moment. I felt so frustrated because I had struggled to get that money to meet my needs. But I also realized that in those circumstances my thought process was "[ need my money now, I don't care". I was so desperate that I ignored many things, and sacrificed a lot. Even at my job, I felt like I settled for anything they offered, which I probably missed out on a better paying job. This was a real eye-opening experience. It made me really place myself in the shoes of people that are living in poverty everyday, not only how they have to fight against odds in the outside, but also how it takes a toll on you emotionally with the stress, anxiety, and uncertainty of everyday . I think that this exercise definitely will encourage me to think more about the lives of those students I work with, how I can help rather than place more burden on them, and know that sometimes priority is not school when survival is their essential goal. I definitely feel privileged for my own experience as a student and having my needs met in order for my focus to be in school. Overall, this activity was enlightening and great at challenging/changing my perception, which I will take with me to improve my skills as an educator

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Fw11, lo C PS 11/21/2019 05 : 30 PM t l1sto1y This message has been forwarded . It is a very different experience to know of other's difficult situation and to participate in a simulation of the experiences. Being a part of the experience brought up many feelings, from sadness for those who struggled to nausea at seeing their efforts to try to earn a living and sometimes falling short . I was a banker in the simulation and found it interesting that I had very few customers. No one had a checking account so they did not have an easy time even cashing checks . Each family had at least 1 person who had a job but sometimes transportation was difficult to they could not work. No work that week meant no money for food, utilities, medical needs. No transportation meant children were not able to attend school. There may not be money for day care so an older sibling may have to skip school to stay home with the younger child while the parent went to work. Getting to the places which had resources was som et imes challenging , and then , if they were able to get there , there wasn't always even help . Seeing all of the efforts of family members, trying everything they could think of to provide a good life for their children, to pay their bills , but sometimes it just wasn't enough was heartbreaking . Teenagers were working and sometimes the parents had to take their paychecks to pay utility bills or for food. After an extensive time of living in struggle, desperation often sets in . The simulation showed how family members began lose hope for having a better life. Students began to think , "Why should I keep going to school? It's a hassle and it's not going to do me any good . " One father in the simulation family got so desperate that he robbed the simulation bank I worked in. While he held a (toy) gun at me, telling me to give him all of the money, he kept saying , "I'm doing this for my family . I've tried everything else . I'm doing this for my family . " The simulation activity was a somber , valuable learning experience for me. It made me think on a deeper level about the hardship of so many of our students and the resilience they each must have just to come to school and sit in class , while their "outside world" may be falling apart . It made me want to be an even kinder, more compassionate person . I will show more patience and encouragement to those students who roam the halls . .as I'm helping them get to their class! I will listen even more attentively when they are speaking. I will offer genuine praise for their efforts, for even small amounts of improvement and let them know I believe in them. I will close with a question ... Could all of the staff and faculty participate in a simulation?! Thank you .

c. Poverty Simulation Reflection Today I participated in the poverty simulation activity at school. I was assigned the role of a single mother with two children, and no current job. I tried to look at all of my expenses and have a plan to make sure I survived for the month, which was the task at hand. Once I looked at what I had, I really started thinking that there was no way I could make it. I needed to prioritize, and I actually got stressed about it. The simulation started and I was already worrying about how to make money while also being responsible to my youngest child. I was able to get a job by the second week in my simulation, but I was so worried about securing the job that I actually neglected to provide food that week for my family. When I went to work, I noticed that I really could not focus on my work because I kept looking at the clock thinking when I could leave to make sure I could take care of my children. I noticed that everything I did was rushed, and I was just trying to keep afloat. I also noticed all the things that came at me unexpectedly, like my child getting sick, or having to bail out my older son from jail. I really felt a sen se of being overwhelmed, and I was actually angry and more argumentative as the simulation progressed. I was rejected several times at the bank and taken advantage of at the pawnshop; that really irritated me and I felt like screaming. I was able to pay my rent and feed my children for 2 weeks, but it was rough. I felt exhausted by the end, and mad that I found myself in this place. I only did this activity for an hour, and I experienced such high emotions, I can't imagine finding myself in this situation every day. Afterwards, during the debriefing, one of the colleagues was saying how in her quick cash shop, she was purposely cheating people out of money, and I really felt so hurt at the moment. I felt so frustrated because I had struggled to get that money to meet my needs. But I also realized that in those circumstances my thought process was "I need my money now, I don't care". I was so desperate that I ignored many things, and sacrificed a lot Even at my job, I felt like I settled for anything they offered, which I probably missed out on a better paying job, This was a real eye-opening experience. It made me really place myself in the shoes of people that are living in poverty everyday, not only how they have to fight against odds in the outside, but also how it takes a toll on you emotionally with the stress, anxiety, and uncertainty of everyday. I think that this exercise definitely will encourage me to think more about the lives of those students I work with, how I can help rather than place more burden on them, and know that sometimes priority is not school when survival is their essential goal. I definitely feel privileged for my own experience as a student and having my needs met in order for my focus to be in school. Overall, this activity was enlightening and great at challenging/changing my perce ption , which I will take with me to improve my skills as an educator

. /1 / Fr ;i m· r Reflection [J 11/22/201912:27 PM Good afternoon, I am so appreciative to work at Meadowcreek as it has been an incredible opportunity for intellectual and emotional growth that I could not envision had I worked anywhere else in the world. Also working with professionals such as yourself has been a rewarding and enjoyable experience. The simulation was thought provoking as has been the book study . I have come to realize that when you think you understand a situation, group or person .. ., think again. There are so many variables at play that determine how people act, that to make a blanket judgement is limiting. Some specific examples from the simulation are when my character chose to turn to crime, the real motivation was to take care of my family . It wasn't to be a player or a bigshot. I had a gun and every solution I cycled through my mind to take care of my family kept coming back to using the gun . It hijacked my thought process. Everything l egit would take months or years make an impact whereas the gun would have an immediate impact. Also Chad's character chose crime to take care of his family. I don't think if you walked in someone's shoes you can judge how far a person can be pushed before crime becomes an option . How can we make systems better so people don't need to feel this desperate and resort to such measures? Simulations like this force us to seek such solutions as opposed to judging the behavior on someone ' s perspective who can in no way relate to the individual who committed the crime. I feel this summary is a little rushed, just wanted to get something to you as it is fresh . I'll add more in the book study reflections going forward . Th a Ji,J' Good afternoon,

\ Hope is about empowerment. To have quality of life you must be able to overcome social, economic and political obst acles . Not many, some, but not many can accomplish this on their own with sheer determination and persistence. For the rest of us we need support. The kind of support where someone has experienced certain situations and learned valuable lessons from them that they can share with others. This is what Hope offers. This is an organization, or community, that looks to support those who face issues such as poverty, citizenship and frankly quality of life. I have worked for the LAA (Latin American Association) through Meadowcreek and have seen first-hand how families , business partners and teachers can impact the lives of recent immigrants. Imagine, wanting to contribute and support your family while doors are closed to you because of something you are proud of like a culture, tradition or language. People are judged unfairly constantly, and it won't change anytime soon. This can be discouraging, but if there is a support in place such as Hope, you can find encouragement. I fully support organizations such as Hope for recognizing the human condition. Also for sharing a vision for education and the oppo rt u nities that are afforded through it. I am so appreciative to work at Meadowcreek as it has been an incredible opportunity for intellectual and emotional growth that I could not envision had I worked anywhere else in the world . Also working with professionals such as yourself has been a rewarding and enjoyable experience. The simulation was thought provoking as has been the book study. I have come to realize that when you think you understand a situation, group or person ... , think again . There are so many variables at play that determine how people act, that to make a blanket judgement is limiting. Some specific examples from the simulation are when my character chose to turn to crime, the real motivation was to take care of my family . It wasn't to be a player or a bigshot. I had a gun and every solution I cycled through my mind to take care of my family kept coming back to using the gun . It hijacked my thought process . Everything legit would take months or years make an impact whereas the gun would have an immediate impact. Also Chad's character chose crime to take care of his family . I don't think if you walked in someone's shoes you can judge how far a person can be pushed before crime becomes an option . How can we make systems better so people don't need to feel this desperate and resort to such measures? Simulations like this force us to seek such solutions as opposed to judging the behavior on someone's perspective who can in no way relate to the individual who committed the crime .

J}cfllr Page 1 of 1 \ l atio n 11/21 C PS PS(a2 GCPS On Thursday, November 21, 2019, I participated in a Poverty Simulation coordinated by Adrienne Wylie. My role was to play the manager of a Title Loan establishment. I also sold transportation vouchers, accepted payments on loans, and cashed checks for a fee. Family members came to me to purchase the transportation vouchers that they needed everywhere they went. They quickly realized that if they did not already have a transportation voucher, that I charged them for one before even selling them one, putting them in a worse financial situation. Quickly they also realized that if they went next door to the community outreach, that they could get one free and reduce their costs with me. I observed families sharing that information with each other to help each other out. I had a few families that owed me a payment on a title loan; only one family came over to make a payment. I often did not give out the correct change or the right amount of transportation vouchers. Because people were still seeing me as ''Mrs. Paisner" and not my role, they trusted that I would not cheat them. Only one participant counted his money and realized I cheated him. I kept my money close and was not robbed. However, the bank next to me and the rental payment center were both robbed. It was an interesting experiment and yet sad at the same time, as people are regularly making tough decisions each day of which bills to pay and which to put off; dealing with transportation issues, and trying to avoid others from cheating them unknowingly. Our simulation ended after a little over an hour but there are folks who do not get to end their difficult situation so easily. It was eye opening. 12/6 /2 019

flection Participating in the poverty simulation was interesting. It made me focus on how much need there is for some students. Certain expenses that I never focused on provided extreme difficulties for some families. For example, the need for transportation in order to function and coordinate family responsibilities provided a major hindrance for normal family functions. Due to the lack of transportation, major responsibilities were unmet like taking the kids to day care or school, which can further progress deficiencies for families. In some instances, responsibilities was deferred until income became available to meet the need. It was also very interesting to see how limitations in resources changed human behavior as survival instincts increased the direr the situation became. Often times, society judges people based on their behaviors without realizing the level of stress and desperation caused by financial deficits. Some races are classified as "bad" due to the display level and frequency of some of these desperate behaviors. However, yesterday's simulation certa inl . y h ighligh ted a correlation between the lack of resources and the desperation levels of individuals, which is not defined by race but by the limitation itself.