After reading Chapter 8 “Instruction and Approving Achievement,” I thought that the point about measuring IQ based on content is relevant when dealing with poverty, especially with students. It is the time old question of street sense versus book knowledge. The beginning of the chapter claims that we test students based on what they should know if their parents were educated. There are many homes where a child may go home and the parents cannot help them with their homework because the mother or father cannot do the work or, worse yet, read the assignment. Another problem that the chapter presents is the teacher’s responsibility in being able to teach cognitive ability instead of assuming that every student in the classroom is competent in being able to do what their peers are capable of doing. Some students may have been able to “jump through the hoops” with little detection of their struggles. Teachers are also responsible in creating a safe atmosphere that is predictable and dependable so that students can learn from important ‘mediation’ skills from the teacher.