Faculty Handout - Travis Jordan

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

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From the book “
A Framework for Understanding Poverty
” by Ruby K. Payne, Ph.D.



The book by Dr. Ruby Payne has sold over one
-
million copies and provides a detailed
account of the class structure of the United States. The aim of the book
is to provide people with
a better understanding of the challenges that poverty stricken people face. It is a great read for
educators in particular to increase the effectiveness of instructing students who are in poverty.
The following is some informati
on and tips that I would like us to know and use in our
classrooms as we continue to put for
th

an atmosphere that is ripe for learning in our school.



Please read through this and fill out the bottom of page two.


I.

Statistics

A.

As of 2003, there were just u
nder 12.3 million children living in poverty.

1.

This is just over 17% of the children in the United States.

B.

Students in poverty are more likely to suffer from learning disabilities than those who
are not in poverty.

1.

This includes children of all races and et
hnicities.

C.

As of 2000, 20% of all children under the age of 18 had at least one foreign
-
born
parent.

1.

Children who are immigrants are twice as likely to suffer from poverty as native
-
born children.


II.

Language and Story

A.

What can schools do to improve understa
nding of language?

1.

Incorporate stories into your curriculum.

2.

Use graphic organizers.

3.

Incorporate writing, and encourage students to write stories.


III.

Hidden Rules Among Classes

A.

Please refer to the hand
-
out. (Pages 42
-
43 in the book)
I would run this off in
a real
-
life situational staff
-
meeting
.

B.

Children should know the “hidden rules” of all classes.

C.

If educators could understand the values and culture that is associated with poverty,
they could
be able to deal with students parents (that are in poverty) with

less anger
and frustration.

D.

Most
students,

who are in poverty, do not believe they are poor.


IV.

Characteristics of Generational Poverty.

A.

Generational Poverty


Having been in poverty for at least two generations.

1.

Education is the ticket out of generational
poverty.

715 14
TH

Avenue

Langdon, ND 58249

E
-
mail:
travis.d.jordan
@sendit.noda
k.edu

PHONE: Home 701
-
370
-
8286


Work 701
-
256
-
5291

FAX: Work 701
-
256
-
2606

LANGDON AREA
HIGH/MIDDLE SCHOOL

“HOME OF THE CARDINALS”

A+ FOR EXCELLENCE

PRINCIPAL
:
Travis Jordan

2.

Many students stay in poverty because they don’t know better, and didn’t know
they have the choice to get out.

B.

Situational Poverty


Having a lack of resources because of a particular event.

1.

The attitudes are different for students in both types o
f poverty.

2.

Generational poverty


society owes them something.

3.

Situational poverty


exhibit more pride and refuse to accept charity.


V.


The Three R’s

are essential for upward movement among classes.

A.

Role Models

B.

Resources

C.

Relationships


VI.

Discipline and Instr
uction

A.

The best approach is a behaviorist approach.

1.

Discipline should promote desired behaviors.

2.

Adult Voice vs. Child Voice
.

B.

Instruction

1.

Individuals that are poverty stricken score an average of nine points lower on
intelligence tests.

2.

The ultimate goal o
f schools should be centered
on

student learning.

3.

Instruction should be geared to each individual based on how each learns.

C.

Ways to improve achievement
.

1.

Use rubrics
.

2.

Teach the students to come up with their own questions.

3.

Use differentiated instruction.

4.

Cr
eate relationships with students.


Instructors please list three things you will do in your classroom to help you better understand
children in poverty.


1.



2.



3




Instructor:____________________________________________________________