understanding poverty: as it relates to keeping students connected to their school as presented for:...
TRANSCRIPT
Understanding Poverty:as it relates to keeping students
connected to their school
As presented for:
Teaching and Working in a Diverse World: The Impact of Poverty
October 22, 2009
University of Maine
Farmington
Debrajean Scheibel, Educational Consultant, Maine Department of Education
Using the studies and related works of
Dr. Ruby Payne’s
Understanding the Framework of Poverty and
Building Bridges Out of Poverty
Classcism
• MPM
Workshop Objective
• Develop a personal and professional awareness of poverty through Dr. Ruby Payne’s “Framework for Understanding Poverty”
• Add R Rules: A guide for teens to identify and build resources that promote leadership and school completion
Poverty: Key Points
Poverty is relative: similar circumstances; poverty or wealth
exists in relationship to known quantities or expectations
Poverty occurs in all races and countries: the % of the population that is poor is subject to definition
and circumstance
Poverty is the extent to which an individual does without internal and
external resources• Financial: External - no $ for goods and
services
• Mental: Internal and external – mental abilities and acquired skills (the R Rules) to deal with daily life
• Emotional: Internal – unable to choose or control emotional responses that engage in self-destructive behaviors
Poverty is the extent to which an individual does without internal and
external resources• Spiritual: Internal – believing in a divine
purpose and guidance
• Physical: Internal and External – physical health and guidance
• Support Systems: External – Friends, family and backup resources for times of need
Poverty is the extent to which an individual does without internal and
external resources
• Relationships/Role Models: External – Frequent access to appropriate adults who nurture the child and do not engage in self-destructive behavior
• Knowledge of Hidden Rules: Internal – Knows the unspoken cues and habits of a group
Poverty is relative.
Key Point
Poverty: Key Points
Generational poverty (poverty for two generations or longer)
Situational poverty (shorter and is caused by circumstance, i.e., death, illness, divorce, etc.)
Generational poverty and
situational poverty are different.
Key Point
Poverty: Key Points
• Hidden rules: the unspoken cues and habits of a group Even though income of the individual may rise significantly, many of the patterns of thought, social interaction, cognitive strategies, etc., remain
• Schools and businesses operate from middle-class norms and use the hidden rules of middle-class which are not taught in schools or businesses
Poverty: Key Points
We must understand the hidden rules of our students and teach them the rules that will make them successful at school and at work
Hidden Rules
Among “classes” how the “ the world” is defined is the biggest difference
Possessions Food
Clothing People
Time Money
POVERTY
People
MIDDLE CLASS
Things
WEALTH
One-of-a-kind objects, legacies, pedigrees
POSSESSIONS
Clothing valued for individual style and expression of personality
Clothing valued for its artistic sense and expression
Designer important
Clothing values for its quality and acceptance into norm of middle class
Label important
POVERTY
MIDDLE CLASS
WEALTH
CLOTHING
Present most important
Decisions made for the moment based on feelings or survival
Traditions and history most important
Decisions made partially on basis of tradition/decorum
Future most important
Decisions made against future ramifications
POVERTY
MIDDLE CLASS
WEALTH
TIME
Key question: Was it presented well? Presentation important
Key question: Did you have enough? Quantity important
Key question:Did you like it? Quality important
POVERTY
MIDDLE CLASS
WEALTH
FOOD
Tends to be matriarchal
Depends on who has the money
Tends to be patriarchal
POVERTY
MIDDLE CLASS
WEALTH
FAMILY STRUCTURE
Understand how language register, story structure, and language experience influence cognitive development.
Language Register
Casual register: Language is about survival
Formal register: Language is about networking
Formal register: Language is about negotiation
POVERTY
MIDDLE CLASS
WEALTH
LANGUAGE
FROZEN
FORMAL
CONSULTATIVE
CASUAL
INTIMATE
REGISTERS OF LANGUAGE
©2008 by aha! Process, Inc. www.ahaprocess.com
Registers:
FROZENFORMAL
CONSULTATIVECASUAL
INTIMATE
Discourse Patterns:
CASUAL
FORMAL
Let’s get down to business.
Let’s visit.
23
Gender Roles
Male: Lover Provider
Fighter Flight
Female: Caretaker Disciplinarian
Keeper of the soul Martyr
“… Human relationship is a sledgehammer that obliterates every societal difference.”
–Robert Sapolsky
©2008 by aha! Process, Inc. www.ahaprocess.com
Life is like a card game …Everyone gets a set of cards … While you can’t control the cards you get …You can decide how to play them …
Patterns, Realities, Rules, Resources, and Relationships 26
Generate a list of strategies that you believe connected you to your school and learning
• Financial• Relationships• Emotional
• Mental • Spiritual• Physical• Language
Resource Considerations:
Effective Strategies for Dropout Prevention
Basic Core Strategies:
• Mentoring/Tutoring
• Service Learning
• Alternative Schooling
• After School Opportunities
Effective Strategies for Dropout Prevention
Early Interventions:
• Early Childhood Education
• Family Engagement
• Early Literacy Development
Effective Strategies for Dropout Prevention
Making the Most of Instruction
• Professional Development
• Active Learning
• Educational Technology
• Individualized Instruction
Effective Strategies for Dropout Prevention
Making the Most of the Wider Community
• Systemic Renewal
• School-Community Collaboration
• Career and Technical Education
• Safe Schools
A Guide for Identifying & Building Resources
R – R = R + R
Rules – Relationships =
Resentment + Rebellion
A Guide for Identifying & Building Resources
R + R + R = R + R + R
Rules + Rigor + Relationships =
Resources + Results + Respect
Creating Relationships(Payne)
The role of the educator is not to save the student, but rather to offer a support
system, role models, and opportunities to learn, which will increase the likelihood of
the student’s success.
“No significant learning occurs without a significant relationship” - Dr. James Comer
Contact Information
Debrajean Scheibel
Educational Consulatant, MDOE
EL-DEB, INC.