Poverty Day One Review and Language

Copyright © 2005 aha! Process, Inc.www.ahaprocess.com

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A Framework for Understanding

Poverty

aha! Process, Inc., Highlands, TXwww.ahaprocess.com

PowerPoint PresentationVersion 2.0

Ruby K. Payne, Ph.D.


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This is a workshop about economic diversity, not racial or cultural diversity.


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1. Poverty is relative.

Key Point


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2. Poverty occurs in all races.

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3. Generational and situational poverty are different.

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

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5. Schools operate from middle-class norms and values.

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Individuals bring with them the hidden rules of the class in which they were

raised.

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7. There are cultural differences in poverty. This study is cross-cultural and focuses on economics.

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8. We must neither excuse them nor scold them. We must teach them.

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9. We must teach them that there are two sets of rules.

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10. To move from poverty to middle class, one must give up (for a period of time) relationships for achievement.

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11. Two things that help one move

out of poverty are:

• education• relationships

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12. Four reasons one leaves poverty are:

• too painful to stay

• vision or goal• key relationship• special talent/skill

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FinancialHaving the money to purchase goods and services.

EmotionalBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices.

MentalHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.

SpiritualBelieving in divine purpose and guidance.

PhysicalHaving physical health and mobility.

Support SystemsHaving friends, family, and backup resources available to access in times of need. These are external resources.

Relationships/Role Models

Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.

Knowledge of Hidden Rules

Knowing the unspoken cues and habits of a group.

Resources


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Distinguish among the different registers of language and assist students in the development of formal register.

Utilize story structure when working with certain students and parents.

Understand mediation and cognitive strategies.

Objectives for Module 3:


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Registers of LanguageRegisters of Language


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Research about language in children from ages 1 to 3 years from stable households by economic group.

Number of words

exposed to

Economic group

Affirmations (strokes)

Prohibitions (discounts)

10 million words

Welfare 1 for every 2

20 million words

Working class

2 for every 1

30 million words

Professional 5 for every 1

Source: Meaningful Differences in the Everyday Experience of Young American Children (1995), by Betty Hart & Todd R. Risley


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LANGUAGE AND STORY

1. When students speak in casual register, have them say it two other ways in formal register.

2. Give information to parents and students in story form.

What can you do in the classroom?


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Registers: FROZEN FORMAL CONSULTATIVE

CASUAL INTIMAT E

Kaplan Discourse:

FORMAL CASUAL


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It is possible to have a brain and not have a mind.

A brain is inherited; a mind is

developed.

–Attributed to Reuven Feuerstein


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To survive in poverty, one must rely upon non-verbal, sensory, and reactive skills.

To survive in school, one must use verbal, abstract, and proactive skills.


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If an individual depends upon a random episodic story structure for memory patterns, lives in an unpredictable environment, and HAS NOT DEVELOPED THE ABILITY TO PLAN, then ...

If an individual cannot plan, he/she CANNOT PREDICT.

If an individual cannot predict, he/she CANNOT IDENTIFY CAUSE AND EFFECT.

If an individual cannot identify cause and effect, he/she CANNOT IDENTIFY CONSEQUENCE.

If an individual cannot identify consequence, he/she CANNOT CONTROL IMPULSIVITY.

If an individual cannot control impulsivity, he/she HAS AN INCLINATION TOWARD CRIMINAL BEHAVIOR.


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End Day One

Poverty Day One Review and Language

Technology

leaves poverty

situational poverty

understanding poverty

poverty occursin

formal casual

casual register

development of formal

economic diversity