1. Teaching with Poverty in Mind: What Being Poor Does to Kids Minds and What Schools Can Do About It by Eric Jensen

2. Could You Survive?
Complete the “Could You Survive in Poverty” quiz in your packet.
Tally your results

3. Essential Questions:
How can having a framework of poverty help us better understand our students living in poverty?
Crosswalk: Ruby Payne’s work
How does poverty affect our students’ learning, and what can we do as educators to ensure their success ?
Lessons from brain expert: Eric Jensen

4. Crosswalk: Ruby Payne’s work A Framework for Understanding Poverty

5. Situational Poverty- a lack of resources due to a particular event such as death, chronic illness, or divorce

6. Generational Poverty- Having been in poverty for at least two generations. Characteristics can appear sooner if the family lives with others who are from generational poverty

7. Ruby Payne’s key points to understanding poverty
Poverty is relative
Poverty occurs in all races
Payne’s work is based on patterns and all patterns have exceptions.

8. Case Study: One
A young elementary school teacher decided to splurge and buy her each of her students a movie pass for Christmas.
Discuss how this teacher’s lack of understanding of poverty impacted a few of her students.

9. We Value what we know Lower Class Middle Class Upper Class Survival
Relationships
Entertainment
Work
Achievement
Material Security
Political,
Financial,
Social Connections
Discuss the differences in value systems…unwritten rules

10. How did the principal’s middle class values affect her actions?
Case Study: TWO
Each year a retired teacher donates money to an elementary school to be used for student(s) who don’t have the needed supplies. The principal was aware of a fifth grade girl whose father was on disability, and did not have a mom in the picture. She called the dad and asked if it would be alright to take the young girl to the mall to do some back-to-school shopping. A successful trip to JC Penney’s netted two outfits, a pair of Nike Sneakers, socks, underwear and a book bag full of paper, pencils, pens, crayons…etc.
How did the principal’s middle class values affect her actions?

11. Individuals bring with them the hidden rules of the class in which they were raised.

12. Schools operate from middle class values and norms. Discussion:
1. What are some of the hidden rules of school?
2. Which class system dominates the rules?

13. As educators we must teach students who live in poverty there are two sets of rules.

14. PBS: People Like Us Tammy’s Story https://www. youtube. com/watch
PBS: People Like Us Tammy’s Story Consider the following questions: How has generational poverty affected Tammy’s situation? How are Tammy’s children different from her? How do their values differ? How are their values similar?

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

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

17. To move from poverty to middle class, one must give up relationships for achievement

18. Defines poverty as
C-M-R
a chronic condition affecting mind, body, and soul resulting from multiple adverse synergistic risk factors

19. Chapter One Understanding the Nature of Poverty
The Six Faces of Poverty
Intensity
Absolute vs. Relative Poverty
Duration
Generational vs. Situational Poverty
Context
Urban vs. Rural Poverty

20. Complex array of risk factors which adversely affect those in a multitude of ways Four primary are:
Emotional and social challenges Acute chronic stressors Cognitive lag Health and safety issues

21. Action Steps: Chapter One Deepen staff understanding. debunk the myths
Action Steps: Chapter One Deepen staff understanding debunk the myths... Empathy rather than pity caring and high expectations

22. Brains stay the same. Old Paradigm:
Chapter Two: How poverty affects behavior and academic performance
Brains stay the same.

23. New Understanding:
Brains can and do change everyday. But if the experiences stay the same, so will the brain. What we do as educators, makes a difference!

24. Chapter Two: How poverty affects behavior and academic performance
Infants are hardwired for only six emotions: joy, anger, surprise, disgust, sadness, and fear

25. Emotions that need to be taught include:
Humility Sympathy
Forgiveness Patience
Empathy Shame
Optimism Cooperation
Compassion Gratitude
These emotions are not innate…they must be taught.

26. Chapter Two: How poverty affects behavior and academic performance
Kids in poverty get less attunement
Attunement is the establishment of a positive , reciprocal relationship with their primary caregiver
This “quality time” provides the basis for learning non hard-wired socially appropriate emotions

27. If we criticize, hold negative attitudes, and use sarcasm as classroom discipline , the fear and stress areas of the student’s brain will be activated. This area alters the student’s ability to think.
Embody respect
Embed social skills
Be inclusive

28. Evidence suggests that poverty adversely alters the trajectory of the developing reading brain.
Action steps:
Build core skills by explicitly teaching vocabulary, problem solving, sequencing ,social skills, and hopefulness

29. What can we do to ensure a positive school environment at MCS?
The better the school environment is, the less the child’s early risk factors will impair his or her academic success.
What can we do to ensure a positive school environment at MCS?

30. Chapter Three: Embracing the Mindset of Change
Nature,
Nurture,
Gene expression
Brains are designed to change.
IQ is not fixed but variable.

31. Chapter Four: School Wide Success Factors
Support of the Whole Child
Hard Data
Accountability
Relationship Building
Enrichment Mind-set

32. Chapter Five: Classroom level success factors
Champion Mind-set
Hopeful Effort
Attention Skills
Memory
Processing Skills
Sequencing Skills
Arts, Athletics and Advanced Placement

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. Today’s Essential Questions:
How can having a framework of poverty help us better understand our students living in poverty?
Crosswalk: Ruby Payne’s work
How does poverty affect our students’ learning, and what can we do as educators to ensure their success ?
Lessons from brain expert: Eric Jensen