1. A Framework for Understanding Poverty Book by Ruby Payne, Ph.D. Overview & Introduction Presentation by Mary Staley ED 515

2. Key Points in Today’s Presentation Definitions and Resources Role of Language and Story Hidden Rules Among Classes Instruction and Improving Achievement

3. Key Points to Remember Poverty is relative.Poverty is relative. Poverty occurs in all races and in all countries.Poverty occurs in all races and in all countries. Economic class is a continuous line, not a clear- cut distinction.Economic class is a continuous line, not a clear- cut distinction. Generational poverty and situational poverty are different.Generational poverty and situational poverty are different. This work is based on patterns. All patterns have exceptions.This work is based on patterns. All patterns have exceptions.

4. Key Points (continued) An individual brings with him/her the hidden rules of the class in which he/she was raised.An individual brings with him/her the hidden rules of the class in which he/she was raised. Schools and businesses operate from middle- class norms and use the hidden rules of the middle class.Schools and businesses operate from middle- class norms and use the hidden rules of the middle class. For our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and at work.For our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and at work.

5. Key Points (continued) We can neither excuse students nor scold them for not knowing; as educators we must teach them and provide support, insistence, and expectations.We can neither excuse students nor scold them for not knowing; as educators we must teach them and provide support, insistence, and expectations. To move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for some period of time).To move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for some period of time). Two things that help one move out of poverty are education and relationships.Two things that help one move out of poverty are education and relationships. Four reasons one leaves poverty are: It’s too painful to stay, a vision or goal, a key relationship, or a special talent or skill.Four reasons one leaves poverty are: It’s too painful to stay, a vision or goal, a key relationship, or a special talent or skill.

6. Definition of Poverty The extent to which an individual does without resourcesThe extent to which an individual does without resources –Poverty is more about lack of resources than it is about money

7. Eight types of resources (See Handout) FinancialFinancial EmotionalEmotional MentalMental SpiritualSpiritual PhysicalPhysical Support SystemsSupport Systems Relationships/Role ModelsRelationships/Role Models Knowledge of Hidden RulesKnowledge of Hidden Rules

8. Resource Scenario Resource Intervention Activity

9. The Role of Language and Story Registers of languageRegisters of language Discourse patternsDiscourse patterns Story structureStory structure

10. Registers of Language Every language in the world has five registers:Every language in the world has five registers: –Frozen –Formal –Consultative –Casual –Intimate

11. Frozen register Language that is always the same.Language that is always the same. Examples: The Lord’s Prayer, wedding vows, etc.Examples: The Lord’s Prayer, wedding vows, etc.

12. Formal register The standard sentence syntax and word choice of work and school.The standard sentence syntax and word choice of work and school. Has complete sentences and specific word choice.Has complete sentences and specific word choice. Majority of minority students and poor students do not have access to formal register at home.Majority of minority students and poor students do not have access to formal register at home.

13. Consultative register Formal register when used in conversation.Formal register when used in conversation. Discourse pattern not quite as direct as formal register.Discourse pattern not quite as direct as formal register.

14. Casual register Language between friends and characterized by a 400- to 800-word vocabulary.Language between friends and characterized by a 400- to 800-word vocabulary. Word choice general and not specific.Word choice general and not specific. Conversation dependent upon non-verbal assists.Conversation dependent upon non-verbal assists. Sentence syntax often incomplete.Sentence syntax often incomplete.

15. Intimate register Language between lovers or twins.Language between lovers or twins. Language of sexual harassment.Language of sexual harassment.

16. Discourse Patterns in Formal and Casual Register Formal register –Formal register – –Pattern is to get straight to the point Casual –Casual – –Pattern is to go around and around and finally get to the point

17. Story structure Formal-register story structureFormal-register story structure –Chronological, narrative –Most important part of the story is the plot Casual-register story structureCasual-register story structure –Vignettes with audience participation –Most important part of the story is the characterization

18. Demonstration activity CinderellaCinderella

19. What Can Schools Do to Address Casual Register, Discourse Patterns, and Story Structure ? Permit students to write in casual & translate to formal Require students to speak in formal when they are facing discipline Use graphic organizers to show patterns Tell stories both ways and compare/contrast Use stories across the content Teach formal register, discourse patterns, & story structure directly Relate need to learn to success in work.

20. Hidden Rules Take the quiz while discussing it with a partner. Discuss the hidden rules as identified by the chart. How do these manifest themselves in schools? Be prepared to share.

21. Hidden Rules/Mental Models The assumption is that everyone knows what you know. We see the world and react to situations through our own mental models but we really do not realize this fact. Hidden rules govern how we assess another individual and his/her capabilities.

22. Why do schools need to understand the concept of hidden rules? To ensure that expectations do not differ from student to student To teach students the hidden rules of middle class to mastery To be able to work within a family’s rules when exploring solutions to problems/not imposing MC rules To lessen frustration levels

23. Where do we go from here? Faculty Overview Faculty Study Groups Designing Your School’s Changes Making a Difference for Those We Serve Who Are Living in Poverty