a framework for understanding poverty - kdp · 2009. 12. 29. · 3 voices 1. child voice-defensive,...
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A Framework for
Understanding Poverty
Ruby K. Payne, Ph.D.
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PovertyThe extent to which an individual does without resources
Emotional
Mental
Spiritual
Physical
Support systems
Relationships/Role models
Knowledge of hidden rules
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Hidden Rules Among Classes
Poverty
Values entertainment & relationships
Generational poverty has distrust of organized society
Relationships > $
Discipline is about penance not change
Middle Class
Values work & achievement
Wealth
Values financial, social, and political connections
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Lesson for Teachers• Analyze situations before giving
punishments or advice
• Students need to be taught hidden rules of middle class as ANOTHER set of rules
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Registers of Language
Formal
• Standard speech
• To the point
B Plot E
Casual
• Language between friends
• 400-800 words
• Rely on non-verbal
-------- ^ -------- ^ --------- ^ --------
* audience participation: ^
*part of episode: --------
--Begins with climax ends with
comment about character’s values
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Lesson for Teachers• Formal register needs to be directly
taught
• Casual register is the primary discourse for many students
• Both story structures need to be used as a part of classroom instruction– Write in casual and translate in formal
– Graphic organizers
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Characteristics of Poverty
Generational Poverty
2 or 3 generations living in poverty
Society owes one for a living
Family patterns revolves around mother
Situational Poverty
Lack of resources due to particular situation
Refusal to accept charity due to pride
More resources especially formal register
Family pattern easily traceable
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Lesson for Teachers• Education is key to escape• Poverty is rarely associated with lack of
intelligence• Many stay in poverty because they don’t
know they have a choice; if they do know then they have few resources and do not know hidden rules
• Schools are only places to get educated in the hidden rules of society
• Greatest resource is role-modeling
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Discipline: Behavior Related to Poverty
Laugh when disciplined Argue loudly Angry responses Inappropriate or vulgar comments Physically fight Hands are always on someone Cannot follow directions Extremely disorganized Complete only part of the task Disrespectful to teacher Harm others verbally or physically Cheat or steal Talk incessantly
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3 Voices
1. Child Voice- defensive, victimized, negative, emotional
2. Parent Voice- authoritative, directive, judgmental, win-lose mentality
3. Adult Voice- non-judgmental, free of negative non-verbal, often in question format
-Children from poverty have child and parent voices-When spoken to in parent voice it becomes insulting; the outcome
is anger-When spoke to in parent voice the options are to respond w/child
or most likely parent voice
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Lesson for Teachers• Need 2 sets of behaviors for
students
• Discipline should promote good behaviors at school
• Teach students to use adult voice
• Discipline should be seen & used as form of instruction
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Instructions & Improving Achievement
*Research on LEARNING must be addressed if we are to work successfully with students from poverty
*Poverty students lack concepts & especially strategies
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Cognitive Strategies
*Building cognitive strategies gives individuals the ability to plan & go through data
*If one:
cannot develop a plan > cannot predict > cannot identify cause & effect > cannot identify consequences > cannot control impulsivity > inclined criminal
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Cognitive Deficiencies
No cognitive methodology for doing or finishing tasks
Impaired verbal tools (casual register)
Impaired spatial orientation
Impaired temporal orientation (time neither measured nor heeded)
Impaired observations of constancies
Lack of precision and accuracy in data gathering
Compare and contrasts in head
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What Are The Cognitive Strategies We Must Build?
Input- quantity and quality of data gathered (gather, organize, identify)
Elaboration- use of data (compare, identify, build, test, project)
Output- communication of data (communicate, visually transport, use of language)
*Elaboration and output strategies are fairly understood in school because that is where teaching begins
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Input Strategies
Planning behaviors Focus perception on specific stimulus Control impulsivity Explore data systematically Use accurate labels Organize space with stable systems of reference Orient data in time Identify constancies across variations Gather precise data Consider 2 sources of info at once Organize data Visually transport data
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Additional Instructional Interventions That Build Conceptual Frameworks & Cognitive Strategies
Graphic organizers Identify methods of having a systematic approach to data/text
Self-questioning strategies
Establish goal-setting & procedural self-talk Teaching conceptual framework as part of the content
Graphic organizers Write in casual & translate in formal
Kinesthetic approach Rubrics (cognitive strategy of planning ahead) Teaching structure of language Teaching student to make questions Sorting relevant from irrelevant cues Teaching mental models
2 dimensional drawing, story, metaphors, analogies
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Lesson for Teachers• Focus on learning
• Instruction on cognitive strategies should be in curriculum
• Insistences, expectations, support should be guiding light
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Creating Relationships
Key to poverty is relationships *(Remember what poverty values)
Since 1980’s the focus for education was “achievement” and “effective teaching strategies”. Add relationships and research on learning.