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5 Φεβ 2013 (πριν από 4 χρόνια και 4 μήνες)

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P
OVERTY
, S
CHOOLS
,
C
OMMUNICATION


AND

H
OW

TO

MAKE

IT

ALL

W
ORK




Presented by Amanda
Moennig

And 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.

C
RITICISMS


Does not address poverty and it’s relationship to
race


Because poverty hits different races differently
across the globe


Does not address what kids CAN do, only focuses
on what they CANNOT do


Because she is a realist; What if your repairman
only talked about what DID work on your
appliance when it was broken…

W
HAT

Y
OU

WILL

K
NOW

W
HEN

Y
OU

L
EAVE

THIS

W
ORKSHOP


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


“H
IDDEN

R
ULES

S
OURCE
: “A F
RAMEWORK

FOR

U
NDERSTANDING

P
OVERTY

W
ORKBOOK

BY

D
R
. R
UBY

P
AYNE

P
. 43

Poverty

Middle Class

Wealth

Possessions

People

Things

“One of a kind”
潢o散瑳

䵯j敹

呯⁢攠qs敤Ⱐ
s灥湴

呯⁢攠浡湡来n

呯⁢攠楮q敳瑥t

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

R
ESOURCES

OF

E
CONOMIC

C
LASSES

Resource

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

D
EFINITION

OF

P
OVERTY


“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.



W
HO

EXPERIENCES

P
OVERTY
?

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

C
AUSES

OF

P
OVERTY

“A F
RAMEWORK

FOR

U
NDERSTANDING

P
OVERTY

BY

D
R
. R
UBY

P
AYNE
,
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



G
ENERATIONAL

VS
. S
ITUATIONAL


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

S
CHOOL
/W
ORK

R
ULES

VS
. H
OME

R
ULES


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


T
RANSITIONING

B
ETWEEN

E
CONOMIC

C
LASSES


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

R
EGISTERS

OF

L
ANGUAGE

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 S
TRATEGIES


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)



D
ISCIPLINE

S
TRATEGIES


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

E
FFECTIVE

C
OMMUNICATION

WITH

P
ARENTS


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”

C
OMMON

S
ITUATIONS

**I
NTERVENTIONS

DO

NOT

WORK

IF

RESOURCES

NEEDED

TO

COMPLETE

THOSE

INTERVENTIONS

ARE

NOT

AVAILABLE
. R
ESOURCES

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


W
HAT

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!!

R
ESOURCES


“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