POVERTY, SCHOOLS, COMMUNICATION AND HOW TO MAKE IT ALL WORK

Presented by Amanda MoennigAnd based on the work of Dr. Ruby K. Payne

A Framework for Understanding Poverty

by Dr. Ruby Payne

My first Ruby Payne Experience

This presentation is a review of my personal experience in reading “Framework” and attending a two-day workshop that was facilitated by Dr. Payne. I am presenting this information to give a review of her work in hopes to pique interest and awareness. It is my hope that you read her work first hand and experience her workshop in person, as I truly believe it will change your life and your view of students and teaching.

CRITICISMS

Does not address poverty and it’s relationship to raceBecause poverty hits different races differently across the globe

Does not address what kids CAN do, only focuses on what they CANNOT doBecause she is a realist; What if your repairman only talked about what DID work on your appliance when it was broken…

WHAT YOU WILL KNOW WHEN YOU LEAVE THIS WORKSHOP What the distinguishing factors of poverty, middle

class, and wealth How and why people in these different economic

classes act differently (“Hidden Rules”) How to communicate effectively between

economic classes How to transition successfully between economic

classes Main criticisms of Dr. Payne’s research and my

personal experiences Where to find further resources to improve your

relationships in your school MAP “Quick Fixes” tested and proven by

Dr. Payne

“HIDDEN RULES” SOURCE: “A FRAMEWORK FOR UNDERSTANDING POVERTY WORKBOOK” BY DR.

RUBY PAYNE P. 43

Poverty Middle Class Wealth

Possessions People Things “One of a kind” objects

Money To be used, spent

To be managed

To be invested

Personality Entertainment Achievement Connections: financial, social

Food Quantity Important

Quality Important

Presentation Important

Time Present Future Traditions and Past

Education Abstract Crucial for success

Necessary for connections

Language Casual Register Formal Register

Formal Register

Driving Forces

Survival, relationships, entertainment

Work and achievement

Financial, political, social connections

RESOURCES OF ECONOMIC CLASSESResource Definition

Financial $ to purchase goods and services

Emotional Being able to choose/control response

Mental Mental ability/acquired skills to deal with daily life

Spiritual Divine purpose; Having a future story

Physical Physical health and mobility

Support Systems Friends, family, back up resources available in times of need

Relationships/Role Models Frequent access to adults who are appropriate and nurturing

Knowledge of Hidden Rules

Knowledge of unspoken cues and habits

Formal Register Vocabulary, language ability, and negotiation skills necessary to succeed in a variety of settings

Character Analysis,p. 10-27

Source: “A Framework for Understanding Poverty” workbook, Dr. Ruby K. Payne, p.8

DEFINITION OF POVERTY

“The extent to which an individual does without resources” ~Dr. Ruby Payne

“Fundamentally, poverty is a denial of choices and opportunities, a violation of human dignity.” ~United Nations

UN Definition of Poverty: to have protein in your diet on a daily basis (20% of the world)

Ultimately, poverty is not based on a dollar sign; it is based on situations and circumstances. Some people experience poverty for months, some for generations.

WHO EXPERIENCES POVERTY?Characteristic Number Percentage

TOTAL # IN US 38,757,253 13.3% of population

Whites 22,657,417 10.5%

Blacks 8,968,940 25.3%

American Indian 606,730 26.6%Source: U.S. Census Bureau as printed in “A Framework for Understanding Poverty” workbook, Dr. Ruby K. Payne, p.4

While a large number of whites experience economic poverty, a larger percentage of black and American Indian families experience poverty

According to the National Center for Children in Poverty (NCCP) 41% of children live in low-income families

CAUSES OF POVERTY “A FRAMEWORK FOR UNDERSTANDING POVERTY” BY DR.

RUBY PAYNE, P. 167

Behaviors of Individual: choices, behaviors, characteristics, and habits

Human and Social Capital in the Community: resources available to individuals, communities, and businesses

Exploitation: how people in poverty are exploited because they are in poverty

Political/Economic Structures: economic, political, and social policies at the international, national, state, and local levels

GENERATIONAL VS. SITUATIONAL

Economic Spectrum: GP-SP-MC-NM-OM Generational: Two generations or more; due

to consistent lack of resources Situational: shorter period of time; due to

medical, job loss, death, etc People in generational poverty think in

polarities: either/or because of the lack of choices over time

Case Studies

Quiz, p. 42

SCHOOL/WORK RULES VS. HOME RULES How students in different classes communicate Importance of teaching school social rules (when

teaching, liken to the rules of different sports) Most schools operate in the middle class rules

and most schools do not teach these rules

TRANSITIONING BETWEEN ECONOMIC CLASSES Must have a relationship of mutual respect

AND a support system (education, employment)

The person transitioning between classes must, for a time, give up relationships for achievement

Reasons one leaves poverty: too painful to stay, vision/goal, key relationship, special talent/skill

REGISTERS OF LANGUAGE

Register Explanation

FROZEN Language that is always the same; Lord’s Prayer

FORMAL Standard sentence syntax of work and school; complete sentences and specific word choice

CONSULTATIVE Formal register when used in conversation; not as direct as formal

CASUAL Language between friends; 400-800-word vocabulary; general word choice; incomplete sentence syntax and use of non-verbal cues

INTIMATE Language between lovers or twins; language of sexual harassment

Source: “A Framework for Understanding Poverty” workbook, Dr. Ruby K. Payne, p.30

Language of music

MAP STRATEGIES Have students write their own multiple

choice questions 2x per week Automaticity (memory); students don’t

understand math because it’s in formal register; must have a shared register for Everyday Math

Have students draw a picture of concept/term/idea

Don’t read the questions before reading the material

Feed students who are completing the test protein (peanut m&m’s) NOT carbs (cookies)

DISCIPLINE STRATEGIES

Include the “why”, not just “what” and “how”

Have students physically look up when they are upset

Complete behavior form Metaphor Story Never single out a student; address

the group, even with compliments Use perception to your advantage with

discipline

EFFECTIVE COMMUNICATION WITH PARENTS

Videos Newsletters that are simple and direct; heavy

with visuals and icons Include food at school gatherings Share discipline strategies through video and

paper Have out-going students make a video for

in-coming students Back down angry parents by asking for

specifics: “what”, “where”, and “how” NOT “why”

Use “I understand you care very much…” Ask “Do you want me to listen or do you want

me to do something”

COMMON SITUATIONS**INTERVENTIONS DO NOT WORK IF RESOURCES NEEDED TO COMPLETE THOSE INTERVENTIONS ARE NOT AVAILABLE. RESOURCES ARE KEY.

Kids that are entertainers Kids who laugh when they get in

trouble When kids are always angry When kids don’t have concept of

boundaries When students do not have “self talk”

skills When parents cuss you out

WHAT CAN YOU DO AT YOUR SCHOOL?

Read “A Framework for Understanding Poverty” as a book study

Take the quiz Form a common language Find resources Find answers for “What bugs you

about your students” Get a payoff for your time!!

RESOURCES

“A Framework for Understanding Poverty” and Workbook by Dr. Ruby K. Payne, copyright 1996 & 2008

“Research-Based Strategies” by Dr. Ruby K. Payne, copyright 2009

“Working with Students” by Dr. Ruby K. Payne, copyright 2006

“Working with Parents” by Dr. Ruby K. Payne, copyright 2005

All texts available and published by aha! Process, Inc.

www.ahaprocess.com