1. 1Confidential © InsideTrack, 2015 Confidential © InsideTrack Empowering Students from a Background of Poverty Liz Derrough24 August 2015

2. 2Confidential © InsideTrack, 2015 What frustrates you?

3. 3Confidential © InsideTrack, 2015 Oral and Print Culture (Dr. Donna Beegle) Oral Culture Print Culture

4. 4Confidential © InsideTrack, 2015 Relationships Spontaneous Repetition Holistic Emotional Present-oriented Agonistic Oral Culture Dr. Donna Beegle

5. 5Confidential © InsideTrack, 2015 Linear Time Analytical/ Abstract Self-disciplined/ Focused Strategic Delay Gratification Print Culture Dr. Donna Beegle

6. 6Confidential © InsideTrack, 2015 Types of Poverty (Dr. Donna Beegle) Generational Working Class Immigrant Situational

7. 7Confidential © InsideTrack, 2015 Owned land Known anyone to benefit from education Known anyone to move up or be respected in a job Highly mobile High family illiteracy Generational Has never FOCUS: Making it through the day Dr. Donna Beegle

8. 8Confidential © InsideTrack, 2015 Working, but very little $ for extras Most don’t own property Living paycheck to paycheck Poverty seen as a personal deficiency Working Class FOCUS: Making it 2 weeks or through the month Dr. Donna Beegle

9. 9Confidential © InsideTrack, 2015 Little or no resources Language and cultural barriers Often a stronger sense of self, often do better Poverty is viewed as a system problem Immigrant FOCUS: Making it through day/week to a better life Dr. Donna Beegle

10. 10Confidential © InsideTrack, 2015 Surrounded by education and those who earn a living wage Attends school regularly, has healthcare Generally able to make it back to middle class Has not internalized poverty as a personal problem Doesn’t recognize advantages Harsh judge Situational Dr. Donna Beegle

11. 11Confidential © InsideTrack, 2015 Questions so far?

12. 12Confidential © InsideTrack, 2015 Introducing Michael

13. 13Confidential © InsideTrack, 2015 Michael’s story No preschool Limited Reading Early Kindergarten 0-4 years

14. 14Confidential © InsideTrack, 2015 Michael’s Story Difficult transportation Limited parent participation Limited wardrobe “Special” classes “Free” Lunch 4-12 years

15. 15Confidential © InsideTrack, 2015 Michael’s story Belonging Peer group? Asking for help? Academics? Mentors? 12-18 years

16. 16Confidential © InsideTrack, 2015 How might all of this impact the behaviors of the students you are trying to support?

17. 17Confidential © InsideTrack, 2015 Wow. That’s a lot to take in. So now what?

18. 18Confidential © InsideTrack, 2015 Do not expect easy buy-in – you may be seen as just another authority figure who may not really care (or who may not stick around) Self-disclose as appropriate, potentially more than with other students Laugh, especially at yourself Tell the student how much you love what you do and why you love it Imagine that you are sitting on the front porch with a student, not in an office or classroom. Imagine that you have been invited there despite the student not fully believing (yet) that you care Do not be a teacher, at least at first. Be a person who believes in the possibility that all people can succeed. Cherish the opportunity and the responsibility that comes with being that person in a student’s life If your student chooses to talk to you on a regular basis, even if they are distracted by other things at the time, recognize that the student is including you in his/her list of relationships that matter Building Relationship

19. 19Confidential © InsideTrack, 2015 Above all, be real. Do not get caught up in official or academic language. Your relationship is going to be built on who you are before it’s built on what you do. Know and always inquire about those who are close to the student (e.g. kids) Establish your role early and ask – what do you want me to do/say when you feel like giving up? (This is not a judgment – all students feel like this at some point, even if it’s just about one paper) Transparency, potentially more than with other students. Especially when you are pushing the student, it is essential that you regularly remind them why you are doing this and tie it back to your care for the student. The student is going to very easily believe you are judging them and will need to be pulled back to the trust that has been built over time. Language and Strategy

20. 20Confidential © InsideTrack, 2015 These students are often true survivors. Find out from them the strengths that they have used in their everyday lives and connect those strengths to success in school. Praise = specific action of student + character trait/value + how that connects to success in college Analogies: Don’t just give advice or make recommendations. Find some experience that the student actually has had in their life and find a way to use that to describe what you are recommending. Examples: For learning to communicate in a way to get what you want: “How would you want your cousin to ask you for 20 bucks?” For a discussion of “budgeting” time and energy for school: “You may not always be able to afford A’s (Nordstrom shoes) but you still need to pass and progress (have shoes!).” Language and Strategy

21. 21Confidential © InsideTrack, 2015 Contact Information Liz Derrough Training Manager InsideTrack 615-866-1574 Liz.Derrough@insidetrack.com