1. A Framework for Understanding Poverty Ruby K. Payne, Ph.D. 1

2. Hidden rules about time and money: Interesting PovertyMiddle ClassWealth Survival Relationships Entertainment Work Achievement Material security Political connections Financial connections Social connections 2

3. POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees Possessions 3

4. POVERTY  Believes in fate  Cannot do much to mitigate chance MIDDLE CLASS  Believes in choice  Can change future with good choices now WEALTH  Noblesse oblige Destiny 4

5. IQ Test 1.What is gray tape? 2.What are the advantages of moving often? 3.What is the main kind of work that a bondsman does? 4.What is a roach? 5. How are a pawnshop and a convenience store alike? How are they different? 6.How can one obtain a job without a green card? 7.What is the difference between marriage and common law relationships?

6. Do not assume a child is lacking ability nor basic intelligence based upon an acquired knowledge base.

7. From 1980- late 1990’ s - emphasis in education was on teaching. The theory was that if you teach well enough, learning will occur. Yet, we all know of individuals who decided in a given situation not to learn. We know of situations where it was virtually impossible to learn because we did not have the background knowledge or the belief system to accept it, even though it was well - taught. In order to learn, students must have certain cognitive skills.

8. Big Idea : Instruction in the cognitive strategies should be part of the curriculum.

9. Cognitive Skills Attention: A student’s ability to attend to incoming information. Memory: The ability to store and recall information. Logic and Reasoning: The ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures. Auditory & Visual Reasoning.

10. Question making is developmental. But, if by the end of 2 nd grade, students still cannot ask questions, it will impact their reading. If you teach a child who cannot ask a question syntactically, then the student likely will not get past the 3 rd grade reading level. Teach How to Ask Questions 10

11. Studies show….If you teach a child how to write questions and answer them, you can expect to raise test scores by 1/3. You will have developed cognitive capacity. 11

12. HOW to ask questions Test scores are 1/3 higher if students learn how to compose their own multiple-choice test questions. It builds cognitive strength and capacity.

13. HOW to ask questions If a student says, “I don’t understand,” and you ask, “Which part don’t you understand?” and the students says, “All of it,” the student probably doesn’t know how to ask questions syntactically.

14. HOW to ask questions To do any task, one must be able to go inside the head and ask questions. If individuals cannot, then they cannot examine any behavior, nor can they retrieve information in a systematic way. If you can’t ask questions, you don’t know what you know.

15. Where to Begin: Teach children to write multiple choice questions following 3 rules: – One wrong answer must be funny. – Only one answer choice can be correct. – May not use “none of the above” nor “all of the above.” Give children opportunities to practice.

16. Example: Which part of a research paper provides an organized list of the sources used? a.the fifth page b.title page c.table of contents d.bibliography

17. Let’s Practice Pair up. Pick any content topic you wish. Create 5 multiple choice questions following the 3 rules: – One wrong answer must be funny. – Only one answer choice can be correct. – May not use “none of the above” nor “all of the above.” SHARE

18. Planning is essential for success. Teach How to Plan 18

19. POVERTY  Present most important  Decisions made for the moment based on feelings or survival MIDDLE CLASS  Future most important  Decisions made against future ramifications WEALTH  Traditions and past history most important  Decisions made partially on basis of tradition/decorum Time 19

20. Ability to plan Can make predictions Can identify cause/effect Can identify consequences Can control impulsivity Displays behaviors of citizenship Lacks ability to plan Cannot make predictions Cannot identify cause/effect Cannot identify consequences Cannot control impulsivity Displays behaviors inclined toward criminal behavior 20

21. Kids who cannot plan = impulsive Impulsivity = acting without planning for the future Impulsive people see planning as a waste of time. Good news: We can teach planning skills & the value of planning.

22. 22 Recent University of California Study  Used EEG’s to compare brains of low-income 9 &10- year-old with brains of wealthy children  Lead researcher: “It is similar to a pattern that’s seen in patients with strokes that have had lesions in their prefrontal cortex [which deals with executive function] … It suggests that in these kids, prefrontal function is reduced or disrupted in some way...”  It is reversible through intensive intervention. Toppo, Greg. (2008). “Study: Poverty Dramatically Affects Children’s Brains.” USA Today, December 10, 2008.

23. TEACH BACKWARD DESIGN A tool to start with the outcome or future picture, break it into parts, and develop action steps 1) State the desired end goal, or future picture. 2) List the end date or product in the last column on the right. 3 )In each section or column, list what actions or steps will be taken to accomplish or reach the goal or outcome. 4) Monitor progress and adjust as needed. Goals or Outcome: 23

24. Where to Begin: Teach backward design – Begin with end in mind (product) – Decide on due date up front – Teach importance of printing a day ahead Studies show that frequent seating chart changes (teacher directed) will force new patterns leading to brain enrichment (monthly?) Teach time management by walking kids through the process in regards to projects/ studying