A Framework for Understanding Poverty-An Overview By Ruby K. Payne, Ph.D. A Model to address the Achievement Gap by dealing with issues related to poverty/not racial or cultural diversity 3/15/06
Mar 27, 2015
A Framework for Understanding Poverty-An OverviewBy Ruby K. Payne, Ph.D.
A Model to address the Achievement Gap by dealing with issues related to poverty/not racial or cultural diversity3/15/06
A Framework for Understanding Poverty Professional Development Agenda
3/15/06
Understanding the Model’s Application to Closing the Achievement Gap
Understanding the Key Points Discussing school’s ability to provide
resources Identifying the components of the
framework and strategies for ensuring success
Closing the Gap Goals To ensure that ALL children are able
to achieve the standards as set forth by the State of Florida (Rigor)
To ensure that our data shows no gaps in learning between socioeconomic groups or races
To ensure that all children move to the next level ready to learn and graduate ready to live well
How Can Ruby Payne’s Model Assist?
Bill Daggett suggests that: Rigor + Relevance + Relationships=
Higher Achievement Ruby Payne suggests that: Rigor + Relevance + Relationships=
Higher Achievement And….that educators can better ensure all
students achieve at high levels by applying her framework.
Ruby’s Key Points Poverty is relative. Poverty occurs in
all races/all countries.
Economic class is a continuous line/not a clear-cut distinction.
Generation & situational poverty are different.
This work is based on patterns; all patterns have exceptions.
Individuals bring with them hidden rules of their class.
Schools operate from the middle-class norms and values.
Examples of Rules:Poverty Middle Class Wealth
Possessions People Things One of a kind objects or pedigrees
Money Use or spend
Manage Invest
View of the World
Local National International
Key Points (continued): We must understand the hidden rules but
teach students the rules that will make them successful. We must teach them that there are two sets of rules.
We cannot excuse or scold students for NOT KNOWING; 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).
Key Points:
Two things which help one move out of poverty are: education & relationships
Four reasons one leaves poverty are: too painful to stay; vision or goal; key relationships; special talent/skill
Some Facts about Poverty
Poor children are more likely than non-poor children to:
be in single-parent families be victims of child abuse/neglect have parents with low educational
attainment
Some Facts about Poverty continued:
Poor children are more likely than non-poor children to: - suffer developmental delays and damage - drop out of high school - give birth during the teen years
- score poorly on standardized tests
We must, then, attend to the needs of children living in poverty, and……………
they are present in every one of our schools!
Poverty and Resources Poverty is the
extent to which an individual does without resources.
The ability to leave poverty depends on many resources-not just financial.
What are the Necessary Resources?
Financial Emotional Mental Spiritual Physical Support Systems Relationships/Role Models Knowledge of Hidden Rules
Which of these resources can a school impact/provide?
Talk at your table and be prepared to report to the group.
Why is the idea of resources important?
To dispense advice or seek solutions to situations, we must know what resources are available (not only from a middle class point of view)
By understanding resources, we can influence non-financial resources (for example: being a role model)
Language, Story Structure, Cognition (Remember Rita!)
Registers: frozen, formal, consultative, casual, intimate
In poverty, majority of students have no access to formal register at home.
Thus, cannot use formal register. How Does This Impact
Learning/Overall Success in School/in Life?
Registers of Language: Discourse Patterns (Organizational Pattern of Information)
Primary discourse: language 1st acquired (casual-around the issue)
Secondary discourse: language of larger society (formal-to the point)
Discourse is how one thinks Do better in school if instruction is provided
through primary, BUT: Students living in poverty must be taught to
think in secondary discourse-direct instruction/relationships
Story Structure Formal-Starts at the beginning and goes to
the end in an accepted narrative pattern. The plot is the most important part.
Casual-Begins with the end or the part that is most emotional with a focus on characters.
Which structure contributes to effective learning? How can schools address this area?
Addressing Language Issues 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 at your table.
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
Characteristics of Generational Poverty Generational vs. Situational/Middle Class: (background
noise; personality; entertainment; relationships; matriarchal; oral language; survival; lover/fighter role; rescuer/martyr role; non-verbal/ kinesthetic; owning people; negative orientation; discipline; belief in fate; polarized thinking; mating dance; time; sense of humor; lack of order; lives in the moment; different family patterns)
How does this impact the school environment and learning?
What does this mean for schools?
Education is the key to getting out: goal or vision; painful situation; mentor; talent or skill: relationships
Rarely related to lack of intelligence or ability: rigor
Stay because don’t know choice exists; have nobody to teach rules or help with resources: schools virtually only place to provide help
Role Models/Emotional Resources
System: group in which individuals have rules, roles, and relationships
Dysfunctional: extent to which an individual cannot get needs met within the system
To move from poverty, one must move from the “system” & give up relationships/need emotional resources
Developing Emotional Resources
Provide support systems Use appropriate discipline strategies Establish long-term relationships Teach hidden rules ID options Increase achievement level through
good instruction Teach goal setting
Discipline: about penance and forgiveness/not change Policy should provide structure (clear
expectations/consequences) and teach about choices/and should be for the purpose of promoting good behavior.
Interventions should be based on understanding of poverty and should teach.
Teach students to use the language of negotiation/use of adult voice.
Explain the possible need for 2 sets of behaviors.
Instruction and Improving Achievement
Low achievement is closely correlated with lack of resources, and numerous studies have documented the correlation between low SES and low achievement.
Focus on research on learning (what does on inside the head) and not teaching (occurs outside the head) to change this fact.
Learning Structures
Cognitive Strategies
Concepts/Store& Retrieve Info
Skills/processingOf content
Content/the whator information used
to make senseof life
Cognitive Strategies Fundamental ways
of processing information
Infrastructures of the mind
Work by R. Feuerstein
Must directly teach ability to plan and systematically go through data
Must use mediation to ensure effective learning occurs
Not just “don’t cross street, or you could get hit by a car,” but……..
Also the teaching of a strategy: If you must go, look both ways twice.
Three Stages in the Learning Process for Teaching Cognitive Strategies
Input like using planning behaviors Elaboration like defining a problem Output like using precise language Regardless of the content, students
are taught the strategies and then are required to use.
PK, Reading Programs, CSR, Prevention/Support Programs, Parent Training
Strategies Teach effective eye movements Use graphic organizers Teach systematic approaches to the
data/text (highlighting) Establish goal setting/self-talk Teach conceptual frameworks Use kinesthetic approach Use rubrics
Strategies
Teach structure of language Teach to make questions Teach mental models Make learning/not teaching the focus Teach teachers to diagnose and then
design Teach to the process/not just content
Creating Relationships Key to achievement: creating relationships
with students Relationships are most significant motivator Resilient kids are the result of caring adults. Use Covey’s emotional bank account model Create a caring school, promote
achievement, be role models, insist upon successful behaviors
“No significant learning occurs without a significant relationship.”
-Dr. James Comer
Why A Focus on this Framework?
As Covey tells us, “Seek first to understand.”
We need to understand the motivation and perspectives of our children who come from poverty if we are to successfully teach them.
Where to 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