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

2. Closing the Achievement Gap
PCDS Tools

3. 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?

4. Resources
Powerpoint found in Poverty
Google folder

5. 2015-2016 Focus What is poverty? What is a good success model?
What are the 10 Actions Ruby Payne recommends?

6. 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

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

8. 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.

9. “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

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

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

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

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

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

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

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

17. 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

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

19. 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

20. 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

21. Your Relationships
What are your strengths in building relationships?

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

23. 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

24. 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

25. Resources
CD3: 22

27. 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.

28. 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.

29. 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

30. 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

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

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

33. 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

34. 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.

35. 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:

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