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A Framework for Understanding Poverty

ELE 302 R.A.O.R Group 6

calley robertson

on 8 November 2012

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Transcript of A Framework for Understanding Poverty

Poverty Middle Class Wealth.. Could you survive
in POVERTY? Hidden Rules Among Class Or... Could you survive
in WEALTH? Ruby Payne Entertainment Individual Local World
View EDUCATION People's assumptions relate to their understanding of hidden rules.

Students need to be taught hidden rules of middle class as another set of rules that can be used.

Parent's and student's attitudes are part of their culture and belief systems.

An understanding of culture and values of poverty will lessen the anger and frustration that teachers may feel. What does this mean? Functionality National World View Self-sufficiency Global World View Exterior Apperance Financial,Political,
and Social Connections Work and Achievement Identified by tools Chapter 3 Hidden Rules Among Class Hidden rules are the uspoken cues and habits of a group. Middle Class: tools are one of the main identifiers of the middle class Poverty: illustrates a lack of tools
When tools are not available, things are not repaired or maintained. Tools One of the biggest differences in class is how the world is defined for them Survival Relationships Resources

Poverty is rarely about the lack of intelligence or ability
(This we heard the other day with the Bridges Program.)

Many people stay in the poverty because they do not know they have another choice.

So, WE can offer that CHOICE.

Poverty is rarely about the lack of intelligence or ability
(This we heard the other day with the Bridges Program.)

Many people stay in the poverty because they do not know they have another choice.

So, WE can offer that CHOICE.


An education is the key to getting and staying out of poverty
Schools are almost the only place students can learn the rules and choices of the middle class.

What could this look like at school?
Students are very disorganized
Don’t have signatures
Don’t do homework
Like to entertain
Cannot monitor their own behavior
Laugh when they are disciplined
Depends on if they like you if they will work in class or not
Dislike authority
Talk back

In generational poverty the primary role of the male is to physically work hard, to
fight and to be a lover.
In middle-class the primary role of the male is to be a provider.

*Cycle of stress

Generational Poverty
The mother is the center of the organization and the family radiates out from her.
Many marital arrangements are common law and thus end and begin without courts or attorneys.

In situational Poverty:
There is often an attitude of pride in what they do still have and a desire to not take charity. This is poverty of circumstance and these in individuals often bring more resources with them.
One very important resource here is the use of a formal register. Two Types of Poverty

Generational Poverty: This is defined as having been in poverty for at least two generations.

Situational Poverty: This is defined as a lack of resources due to a particular event. This could be illness, divorce, death, ect.

Getting Out of Poverty
1. Have a goal of something they want to have
2. Find the situation is so painful that anything would be better

3.Have a mentor/role model

4. Have a specific talent or opportunity

Our role in the school

We need to rethink the role we have traditionally assigned to relationships and achievement.
Those with the rescores of the middle class are becoming fewer. The school climate is changing.

Story Time
Christmas Refrigerator Gift

As entertainment is key in poverty, it is greatly valued.

Middle –Class Families
In middle class families lineage is usually fairly easy to trace. Even if there is divorce and remarriage this is documented.

*See Family tree handout Family Patterns in Generational Poverty
One of the most confusing thing about understanding Generational poverty is trying to understand the family patterns.

In Generational Poverty: There is a prevailing attitude that society owes the individual. Generational poverty has its own culture, hidden rules, attitudes, and belief system.

Poverty is defined as, the extent to which an individual does with out resources.

These resources are:
Financial, Emotional, Mental, Spiritual,
Physical, Support Systems, Relationships/Role models and Knowledge of Hidden Rules. Chapter 4
R. Payne Characteristics of General Poverty Quiet Critters Quiet Critters Their Magical! The Quiet Critters will only come out of their "sound proof" container if it's completely quiet.
They have no mouths so they don't talk and like quiet.
They want to sit on your desk and see what you're doing and how you get smarter.
They don't really like to be held or played with.
They don't like their eyes touched for fear of an eye infection.

*To be honest the story grows as necessary.
They can even escape from their jar one day and go missing because the class has been so noisy. What is a Quiet Critter? Chapter 7
Discipline "In poverty, discipline is about penance and forgiveness, not necessarily change." Structure and Choice A student who comes from poverty has to know how to fight physically or they will be in danger on the streets. So fighting is the only way they know how to solve a problem. Chapter 9

Creating Relationship The key to achievement for students from poverty is in creating relationships with them.
Poverty is about relationships as well as entertainment
The most significant motivator for these students is relationships. The term relationships is often referred to as "politics".
Majority of the time schools focus more on "achievement" and "effective teaching strategies" rather than teaching how to build relationships with the students. When students who have been in poverty (and have successfully made it into middle class) are asked how they made the journey, the answer 9 times out of 10 has to do with RELATIONSHIPS.

Typically it's a teacher, counselor, or coach who made a suggestion or took an interest in them as individuals. Seek first to be understood
Breaking promises
Rejecting feedback
Violating expectations
Pride, arrogance The first step to creating relationships with students and adults is to make the deposits that are the basis of relationships. Deposits Withdrawals Seek first to understand
Keeping promises
Open to feedback
Clarifying expectations
Loyalty to the absent
Apologies Schools create/build relationships through...

Support systems
Caring about students
Promoting student achievement
Being role models
Insisting upon successful behaviors for school. So, what do schools need to do to teach appropriate behavior? This idea of structure and choice is a concept that a teacher will have the expected behaviors and consequences of not following those expected behaviors. This concept focuses on the idea that the student "always has a choice-to follow or not to follow the expected behaviors. With each choice comes a consequence-either desirable or not desirable." Behavior Analysis 1.What kinds of behaviors does a child need to be successful?
2.Does the child have the resources to develop those behaviors?
3.Will it help to contact the parent(s)? Are resources available through them? What resources are available through the school/district?
4.How will behaviors be taught?
5.What are other choices the child could make?
6.What will help the child repeat the successful behavior? The educator needs to first answer certain questions about the behavior. When they are answered, they lead to the strategies that will most help the student. The role of the educator is not to save the individual, but rather to offer a support system, be a role model,and opportunities to learn,which will increase the likelihood of the person's success. Some examples of how to deal with a child who is in the wrong. Behavior Related to Poverty Intervention 1.Cannot Follow Directions:
Little procedural memory used
in poverty. Sequence not used
or valued

2.Extremely Disorganized:
Lack of planning, scheduling,
or prioritizing skills. Not
taught in poverty. Also,
probably don't have a place
at home to put things that
can be found. Write steps on the board. Have them write at the top of the paper the steps needed to finish the task. Have them practice procedural self-talk

2. Teach a simple, color-coded method of organization in the classroom. Use the five-finger method for memory at the end of the day. Have each student give a plan for organization. But Among the middle class and educated, there is usually this idea that if the poor had a choice, they would live differently.
But that's not the case. Many people in poverty may continue to choose that lifestyle.
But educators have the responsibility to teach the differences and skills/rules that will allow the individual to make the choice how they want to live their life. Participation of the Student Participation of the student involves the student feeling out a four-part questionnaire. This helps the student find other ways to deal with the situation. The Language of Negotiation A child in poverty sometimes has to act as their own parent. Most of the time they are their own parents and sometimes the parent of their siblings. Therefore, most of the time they are the parent in the household.
Educators speak in a parental voice to their students especially when discipline situations. This is hard for who is already considered a parent in their eyes. Students and parents of poverty do not like being spoke to in an authoritarian voice. When speaking in the parent voice kids and adults assume that you think that that lack of resources is the lack of intelligence. "When the parent voice is used with a student who is already a parent in many ways,the outcome is anger. The student is angry because anger is based on fear." In the student's eyes speaking as if they are a child is a result of helplessness.

"Part of the reality poverty is the language of survival" The student needs to distinguish an adult voice. Therefore make a tally each time a kid says adult phrases. Overtime the adult voice will form and you'll hear those types of questions and statements. Some examples of an adult voice:
In what ways could this be resolved?
Options that could be considered are__
What are choices in this situation? Another method is using metaphor stories. This technique will help an individual voice their issues that affect subsequent action. A metaphor story does not have any proper names in it and it goes like this. What does this information mean in the school or work setting? Students from poverty need to have at least two sets of behaviors from which to choose-one for the street and one for the school and work setting.
The purpose of discipline should be to promote successful behaviors at school.
Teaching students to use the adult voice is important for success in and out of school and can become an alternative to physical aggression.
Structure and choice need to be part of the discipline approach.
Discipline should be seen and used as a form of instruction.
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