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Understanding Poverty: as it relates to keeping students connected to their school. As presented for: Teaching and Working in a Diverse World: The Impact of Poverty October 22, 2009 University of Maine Farmington Debrajean Scheibel, Educational Consultant, Maine Department of Education.

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Understanding poverty as it relates to keeping students connected to their school
Understanding Poverty:as it relates to keeping students connected to their school

As presented for:

Teaching and Working in a Diverse World: The Impact of Poverty

October 22, 2009

University of Maine

Farmington

Debrajean Scheibel, Educational Consultant, Maine Department of Education


Using the studies and related works of

Dr. Ruby Payne’s

Understanding the Framework of Poverty and

Building Bridges Out of Poverty



Workshop objective
Workshop Objective

  • Develop a personal and professional awareness of poverty through Dr. Ruby Payne’s “Framework for Understanding Poverty”

  • Add R Rules: A guide for teens to identify and build resources that promote leadership and school completion


Poverty key points

Poverty: Key Points

Poverty is relative: similar circumstances; poverty or wealth exists in relationship to known quantities or expectations

Poverty occurs in all races and countries: the % of the population that is poor is subject to definition and circumstance


Poverty is the extent to which an individual does without internal and external resources
Poverty is the extent to which an individual does without internal and external resources

  • Financial: External - no $ for goods and services

  • Mental: Internal and external – mental abilities and acquired skills (the R Rules) to deal with daily life

  • Emotional: Internal – unable to choose or control emotional responses that engage in self-destructive behaviors


Poverty is the extent to which an individual does without internal and external resources1
Poverty is the extent to which an individual does without internal and external resources

  • Spiritual: Internal – believing in a divine purpose and guidance

  • Physical: Internal and External – physical health and guidance

  • Support Systems: External – Friends, family and backup resources for times of need


Poverty is the extent to which an individual does without internal and external resources2
Poverty is the extent to which an individual does without internal and external resources

  • Relationships/Role Models: External – Frequent access to appropriate adults who nurture the child and do not engage in self-destructive behavior

  • Knowledge of Hidden Rules: Internal – Knows the unspoken cues and habits of a group


Key Point internal and external resources

Poverty is relative.


Poverty key points1
Poverty: Key Points internal and external resources

Generational poverty (poverty for two generations or longer)

Situational poverty (shorter and is caused by circumstance, i.e., death, illness, divorce, etc.)


Key Point internal and external resources

Generational poverty and situational poverty are different.


Poverty key points2
Poverty: Key Points internal and external resources

  • Hidden rules: the unspoken cues and habits of a group Even though income of the individual may rise significantly, many of the patterns of thought, social interaction, cognitive strategies, etc., remain

  • Schools and businesses operate from middle-class norms and use the hidden rules of middle-class which are not taught in schools or businesses


Poverty key points3
Poverty: Key Points internal and external resources

We must understand the hidden rules of our students and teach them the rules that will make them successful at school and at work


Hidden rules
Hidden Rules internal and external resources

Among “classes” how the“ the world” is defined is the biggest difference

Possessions Food

Clothing People

Time Money


POSSESSIONS internal and external resources

POVERTY

People

MIDDLE CLASS

Things

WEALTH

One-of-a-kind objects, legacies, pedigrees


CLOTHING internal and external resources

POVERTY

Clothing valued for individual style and expression of personality

MIDDLE CLASS

Clothing values for its quality and acceptance into norm of middle class

Label important

WEALTH

Clothing valued for its artistic sense and expression

Designer important


TIME internal and external resources

POVERTY

Present most important

Decisions made for the moment based on feelings or survival

MIDDLE CLASS

Future most important

Decisions made against future ramifications

WEALTH

Traditions and history most important

Decisions made partially on basis of tradition/decorum


FOOD internal and external resources

POVERTY

Key question:

Did you have enough?

Quantity important

MIDDLE CLASS

Key question:

Did you like it?

Quality important

WEALTH

Key question:

Was it presented well?

Presentation important


FAMILY STRUCTURE internal and external resources

POVERTY

Tends to be matriarchal

MIDDLE CLASS

Tends to be patriarchal

WEALTH

Depends on who has the money


Language register
Language Register internal and external resources

Understand how language register, story structure, and language experience influence cognitive development.


LANGUAGE internal and external resources

POVERTY

Casual register: Language is about survival

MIDDLE CLASS

Formal register: Language is about negotiation

WEALTH

Formal register: Language is about networking


REGISTERS OF LANGUAGE internal and external resources

FROZEN

FORMAL

CONSULTATIVE

CASUAL

INTIMATE


Registers: internal and external resources

FROZEN

FORMAL

CONSULTATIVE

CASUAL

INTIMATE

Discourse Patterns:

CASUAL

FORMAL

Let’s get down to business.

Let’s visit.

23

©2008 by aha! Process, Inc. www.ahaprocess.com


Gender roles
Gender Roles internal and external resources

Male: Lover Provider

Fighter Flight

Female: Caretaker Disciplinarian

Keeper of the soul Martyr



Life is like a card game … every societal difference.”

Everyone gets a set of cards …

While you can’t control the cards you get …

You can decide how to play them …

Patterns, Realities, Rules,

Resources, and Relationships

26

©2008 by aha! Process, Inc. www.ahaprocess.com


Generate a list of strategies that you believe connected you to your school and learning

Financial every societal difference.”

Relationships

Emotional

Mental

Spiritual

Physical

Language

Generate a list of strategies that you believe connected you to your school and learning

Resource Considerations:


Effective strategies for dropout prevention
Effective Strategies for Dropout Prevention every societal difference.”

Basic Core Strategies:

  • Mentoring/Tutoring

  • Service Learning

  • Alternative Schooling

  • After School Opportunities


Effective strategies for dropout prevention1
Effective Strategies for Dropout Prevention every societal difference.”

Early Interventions:

  • Early Childhood Education

  • Family Engagement

  • Early Literacy Development


Effective strategies for dropout prevention2
Effective Strategies for Dropout Prevention every societal difference.”

Making the Most of Instruction

  • Professional Development

  • Active Learning

  • Educational Technology

  • Individualized Instruction


Effective strategies for dropout prevention3
Effective Strategies for Dropout Prevention every societal difference.”

Making the Most of the Wider Community

  • Systemic Renewal

  • School-Community Collaboration

  • Career and Technical Education

  • Safe Schools


A guide for identifying building resources
A Guide for Identifying & Building Resources every societal difference.”

R – R = R + R

Rules – Relationships =

Resentment + Rebellion


A guide for identifying building resources1
A Guide for Identifying & Building Resources every societal difference.”

R + R + R = R + R + R

Rules + Rigor + Relationships =

Resources + Results + Respect


Creating relationships payne

The role of the educator is not to save the student, but rather to offer a support system, role models, and opportunities to learn, which will increase the likelihood of the student’s success.

Creating Relationships (Payne)


rather to offer a support system, role models, and opportunities to learn, which will increase the likelihood of the student’s success.No significant learning occurs without a significant relationship” - Dr. James Comer


Contact information
Contact Information rather to offer a support system, role models, and opportunities to learn, which will increase the likelihood of the student’s success.

Debrajean Scheibel

Educational Consulatant, MDOE

[email protected]

EL-DEB, INC.

[email protected]


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