A Framework for Understanding Poverty Discussion Guide

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Feb 2, 2013 (4 years and 5 months ago)

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A Framework for Understanding Poverty

Discussion Guide


PART I. THINK ABOUT IT:


1.

Frame (discuss) Ruby Payne’s
Key Points
and
Current Statistics About Poverty
in the context of how
the information relates to your school and student body.


2.

For each of the f
ollowing, note the key points explained in the chapter and what the information means
for your school and/or work setting:


a.

Definitions and resources (Chapter 1)

b.

The role of language and story (Chapter 2)

c.

Hidden rules among classes (Chapter 3)

d.

Characteris
tics of generational poverty (Chapter 4)

e.

Role models and emotional resources (Chapter 5)

f.

Support systems (Chapter 6)

g.

Discipline (Chapter 7)

h.

Instruction and improving (Chapter 8)

i.

Creating relationships (Chapter 9)


3.

What characteristics are found among th
e poor that are unique to that culture? (p. 148)



4.

React to the following statement:


“…….it is the responsibility of educators and others who work with the poor to teach the differences
and skills/rules that will allow the individual to make the choice
. As it now stands for many of the
poor, the choice never exits”.
(p. 148)



PART II: APPLICATION


1.

Although “the choice” belongs to the individual, what are some ways that you could help make a
difference in the student making the
right

choice?


2. Ho
w does the philosophy of Ruby Payne’s book relate specifically to the LMU dispositions listed in


the syllabus?