Is your socioeconomic status similar to or different from the students'? In what ways is it similar or different?

Is your socioeconomic status similar to 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?
Take a "Learning Walk" in your school from the perspective of a student's parent prior to responding to the following:
How does your school setting, the interactions between and among staff members and students, the classroom, and teaching materials reflect the backgrounds of your students and honor their real-life experiences?
Based on the information in the chapter you selected from the text (Blankstein, Noguera, & Kelly, 2016), Overcoming the Silence of Generational Poverty (Beegle, 2003), and 474: Back to School (This American Life, 2012), compare and contrast the contribution of these resources to your understanding of poverty by answering the following:
Does the discussion of non-cognitive skills change your perception of children who come from backgrounds of poverty?
How could you include non-cognitive skills in your daily classroom teaching and lessons?