Framework of Understanding Poverty PCSD Summer 2015 Looking Closely Framework of Understanding Poverty PCSD Summer 2015

Closing the Achievement Gap PCDS Tools

2014-2015 Focus What is poverty? How does it effect the brain? What is a good success model for getting out of poverty? What specific strategies can we implement? Where can we find great resources?

2014-2015 Resources Powerpoint found in Poverty Google folder

2015-2016 Focus What is poverty? What is a good success model? What are the 10 Actions Ruby Payne recommends?

Objectives To describe poverty To be able to overview the 10 Actions identified by Ruby Payne for educating students in poverty To create plans for developing “Future Story” To use the Success Model and identify specific action steps for 2015-2016

PCSD Students Take the time to list characteristics of poverty that students in general may face

Poverty=Ability to Work with Limited Resources The level of poverty relates to the number of resources students have. Poverty is relative. Poverty occurs in all races. There are different kinds of poverty: generational, situational, immigrant There a cultural differences in poverty. The Rules for poverty are different from middle and upper class rules.

“Money does not change thinking.” Ruby Payne Mindset vs Money “Money does not change thinking.” Analytical Study Patterns of Behavior “Threads on threads…” CD1 1- Stop at 17:19

What Do you Know About Poverty? Discuss with a partner what you see/have seen?

Exploring Poverty Generational Poverty Situational Poverty Immigrant Poverty CD1:32:00

Exploring Poverty Do our rules make sense? CD1:40:00-49:00

We Value what we know Lower Class Middle Class Upper Class Survival Relationships Entertainment Work Achievement Material Security Political, Financial, Social Connections

Mental Models of Poverty, Middle Class, Wealth What can you learn about poverty, middle class and wealth by looking at the mental models?

Hidden Rules Review the Rules – What rules are you most comfortable with? CD2: 1:00 -30:00

How Does this Translate? How can you use this in your classroom?

Generational Poverty @ School Disorganized Excuses, excuses No homework Aggressive Class-clown, Joker Concrete thinker Can’t get started Can’t monitor own behavior Laugh when disciplined Will work if they like you Tell stories in casual language Don’t know middle class rules Dislike authority Talk back Extremely participatory

Relationships High Expectations Assistance Support CD2: 31:00- 34:28- Some times… High Expectations Assistance Support

Poverty view of Deposits and Withdrawals Put-downs or sarcasm about their humor Insistence for full explanations about a person or a situation Insistence on the middle-class view of a relationship Using the parent voice Telling the individual his/her goals Making judgments on the value and availability of resources Assigning pejorative character traits Deposits Appreciation for humor and entertainment Acceptance of what the individual cannot say about a situation Respect the demands and priorities of relationships Using the adult voice Assisting with goal-setting Identifying options related to available resources Understanding the importance of personal freedom, speech, and individual personality

Middle class view of Deposits and Withdrawals Seek first to understand Keeping promises Kindnesses, courtesies Clarifying expectations Loyalty to the absent Apologies Open to feedback Withdrawals Seek first to be understood Breaking promises Unkindness, discourtesies Violating expectations Disloyalty, duplicity Pride, conceit, arrogance Rejecting feedback

Your Relationships What are your strengths in building relationships?

What Can You Say? What is meaningful? CD2: 34:39

What Can You Say? Learn … So you can be in control or be respected. So you can win more often. Because your mind is a tool or weapon that can’t be taken away. So you won’t be cheated. So you can be safe when you are old. So you can be tougher or stronger Start CD2: 34:39- End: 39.17

Have you seen issues with registers in your classroom? Registers of Language ? Have you seen issues with registers in your classroom? Start CD2: 44:17 Stop 51:34

Resources CD3: 22

Behavior Related to Poverty Laugh When Discipline: Saves face. Argue Loudly w/ teacher: Distrust of authority/ poverty is participatory. Angry Response: Anger=fear (loss of face?) Inappropriate comments: Causal Language Physically Fight: do not use language to resolve conflict. May be “less of a man/woman if don’t fight. Hands always on someone else: communication is often nonverbal Cannot follow directions: little procedural memory in poverty. Sequence not used.

Behavior Related to Poverty Extremely Disorganized: Lack of planning scheduling, or prioritizing. Also may not have tools. Complete only part of the task: W/out self-talk, they may only see part of the task. Disrespectful of Teacher: lack of respect for authority Harm other students, physically or verbally: habitual response, way to buy space or distance. Cheat or steal: weak support system, financial need. Talk incessantly: Poverty is participatory.

Consider… Voices Creating Relationships Child (whiney, dependent) Deposits Parent ( you must!) Seeking to understand; keeping promises; kindnesses; clarifying expectations; loyalty; apologies; open to feedback Adult (respect) Withdrawals Seeking to be understood; breaking promises; unkindness; violating expectations; disloyalty, duplicity; pride, conceit, arrogance; rejecting feedback

Student Roles Instigator- to be in control (driving force- survival) Distracter- to not be held accountable ( personality is for entertainment; survival ) Perfectionist- to be perfect (love and acceptance are conditional) Social connector- to be friends Bully- to be in control Social isolate- varies Silent- to be invisible Arguer- to be right Entertainer- to ease discomfort, provide fun Leader- to take charge

Four reasons one leaves poverty are: Too painful to stay Vision or a goal Key relationship Special talent or skill

Two things which help a person move out of poverty are: Education & Relationships

How do we persuade students from poverty that school can be personally productive and meaningful? Engaged learning! Strategies which engage students to participate emotionally, cognitively and behaviorally

Moving from poverty to middle class Emotional memory bank: emotions that are accessed habitually and “feel right.” In poverty, relationships are the most valued. As you move away from placing importance on these relationships toward placing importance on achievement you may “feel wrong.” Emotional resources and stamina: allow the individual to live with feelings other than those in the emotional memory bank.

Strategies Behavior Wants Poverty Hidden Rules Entertainer To ease discomfort, provide fun Personality is for entertaining, driving force- entertainment Strategy: Distracter Not to be held accountable Love and acceptance are conditional Strategy:

PBS: People Like Us Tammy’s Story http://www. youtube. com/watch