A Framework for Understanding Poverty - BenedictineED515

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Feb 5, 2013 (4 years and 9 months ago)

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A Framework for
Understanding Poverty

Book by Ruby Payne, Ph.D.


Overview & Introduction

Presentation by Mary Staley

ED
515

Key Points in Today’s Presentation


Definitions and Resources


Role of Language and Story


Hidden Rules Among Classes


Instruction and Improving Achievement


Key Points to Remember



Poverty is relative.


Poverty occurs in all races and in all countries.


Economic class is a continuous line, not a clear
-
cut distinction.


Generational poverty and situational poverty are
different.


This work is based on patterns. All patterns
have exceptions.


Key Points (continued)


An individual brings with him/her the hidden
rules of the class in which he/she was raised.


Schools and businesses operate from middle
-
class norms and use the hidden rules of the
middle class.


For our students to be successful, we must
understand their hidden rules and teach them
the rules that will make them successful at
school and at work.

Key Points (continued)



We can neither excuse students nor scold them for not
knowing; as educators we must teach them and provide
support, insistence, and expectations.


To move from poverty to middle class or middle class to
wealth, an individual must give up relationships for
achievement (at least for some period of time).


Two things that help one move out of poverty are
education and relationships.


Four reasons one leaves poverty are: It’s too painful to
stay, a vision or goal, a key relationship, or a special
talent or skill.

Definition of Poverty



The extent to which an individual does
without resources


Poverty is more about lack of resources
than it is about money


Eight types of resources

(See Handout)


Financial


Emotional


Mental


Spiritual


Physical


Support Systems


Relationships/Role Models


Knowledge of Hidden Rules

Resource Scenario


Resource Intervention Activity



The Role of Language and Story


Registers of language


Discourse patterns


Story structure

Registers of Language


Every language in the world has five registers:


Frozen


Formal


Consultative


Casual


Intimate

Frozen register


Language that is always the same.


Examples: The Lord’s Prayer, wedding vows,
etc.

Formal register



The standard sentence syntax and word choice
of work and school.


Has complete sentences and specific word
choice.


Majority of minority students and poor students
do not have access to formal register at home.

Consultative register


Formal register when used in conversation.


Discourse pattern not quite as direct as formal
register.


Casual register


Language between friends and characterized by
a
400
-

to
800
-
word vocabulary.


Word choice general and not specific.


Conversation dependent upon non
-
verbal
assists.


Sentence syntax often incomplete.

Intimate register


Language between lovers or twins.


Language of sexual harassment.

Discourse Patterns


in Formal and Casual Register


Formal register




Pattern is to get straight to the point



Casual




Pattern is to go around and around and finally get to
the point

Story structure


Formal
-
register story structure


Chronological, narrative


Most important part of the story is the plot


Casual
-
register story structure


Vignettes with audience participation


Most important part of the story is the
characterization

Demonstration activity


Cinderella

What Can Schools Do to Address Casual Register,
Discourse Patterns, and Story Structure
?


Permit students to write in casual & translate to formal


Require students to speak in formal when they are facing discipline


Use graphic organizers to show patterns



Tell stories both ways and compare/contrast



Use stories across the content



Teach formal register, discourse patterns, & story
structure directly



Relate need to learn to success in work.

Hidden Rules

Take the quiz while discussing it with a partner.



Discuss the hidden rules as identified by the
chart. How do these manifest themselves in
schools? Be prepared to share.


Hidden Rules/Mental Models


The assumption is that everyone knows what
you know.


We see the world and react to situations through
our own mental models but we really do not
realize this fact.


Hidden rules govern how we assess another
individual and his/her capabilities.

Why do schools need to understand
the concept of hidden rules?


To ensure that expectations do not differ from
student to student


To teach students the hidden rules of middle
class to mastery


To be able to work within a family’s rules when
exploring solutions to problems/not imposing
MC rules


To lessen frustration levels


Where do we go from here?


Faculty Overview


Faculty Study Groups


Designing Your School’s Changes


Making a Difference for Those We Serve Who
Are Living in Poverty