1. How many of the students with whom you regularly interact are disorganized, frequently lose papers, bring many reasons why something is missing, don’t do homework, are physically aggressive, like to entertain, only see part of what is on the page, only do part of the assignment, cannot monitor their own behavior, laugh when they are disciplined, don’t know or use middle-class courtesies, or dislike authority?
These, according to Dr. Ruby Payne, author of A Framework for Understanding Poverty, are characteristics of students who live in an impoverished culture.

2. Sample Brain Representation
Change the experience and you’ll change the brain!

3. Children raised in poverty rarely choose to behave differently, but they are faced daily with overwhelming challenges that affluent children never have to confront, and their brains have adapted to suboptimal conditions in ways that undermine good school performance.

4. Children in Poverty Face:
Emotional and Social Challenges. Acute and Chronic Stressors. Cognitive Lags. Health and Safety Issues.

5. Students from low-income households struggle with engagement in school for seven different reasons. Why does this matter to us?

6. Difference #1 Health and Nutrition What can we do?
1. Remember that the 2 primary foods for the brain are oxygen and glucose…good news! These are free!
Importance of Recess
Importance of PE

7. Difference #2
Vocabulary What can we do? 1. Teachers must be relentless about introducing and using new words. 2. Incorporate vocabulary practice into daily routines.

8. Difference #3 Effort What can we do?
1. Strengthen your relationships with students by learning more about them. Make connections to students to help them see a viable reason to play the academic game.
2. Use buy-in strategies such as curiosity builders, excitement and rise, and competition.
Affirm effort and provide daily feedback.
Set goals and sell students on their chances to reach them.

9. Hope and Growth Mind-Set
Difference #4
Hope and Growth Mind-Set
What can we do?
Teach students that their brains can change and grow and that they can even raise their IQ.
Change the experience and you will change the brain!

10. Difference #5 Cognition What can we do?
Focus on core skills that students need the most. Begin with basics such as how to organize, study, take notes, and how to remember key ideas. Then teach problem solving, processing, and working memory skills.

11. Difference #6 Relationships What can we do?
Be a role model. These children need strong, positive, caring adults in their lives.
Never embarrass a student in front of his or her peers.

12. Difference #7 Distress What can we do?
Help alleviate distress by building stronger relationships.
Incorporate fun into academics.
Do NOT try to exert more control, rather encourage responsibility and leadership.
Teacher coping skills so that students can better deal with their stressors.

13. http://www. cleanvideosearch. com/media/action/yt/watch
1:39

15. Forces that Drive Student Behavior
The drive for reliable relationships.
(TRUST)
The strengthening of peer socialization.
(FITTING IN)
The quest for importance and social status. (BEING VALUED)

16. Parting Thought
Focus on making a difference for each child one day at a time. Don’t try to change their “life,” just change their day.