1. 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

2. Using the studies and related works of Dr. Ruby Payne’s Understanding the Framework of Poverty and Building Bridges Out of Poverty

3. Classcism MPM

4. 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

5. 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

6. 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

7. 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

8. 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

9. Poverty is relative. Key Point

10. Poverty: Key Points Generational poverty (poverty for two generations or longer) Situational poverty (shorter and is caused by circumstance, i.e., death, illness, divorce, etc.)

11. Generational poverty and situational poverty are different. Key Point

12. Poverty: Key Points 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

13. Poverty: Key Points We must understand the hidden rules of our students and teach them the rules that will make them successful at school and at work

14. Hidden Rules Among “classes” how the “ the world” is defined is the biggest difference PossessionsFood ClothingPeople TimeMoney

15. POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees POSSESSIONS

16. Clothing valued for individual style and expression of personality Clothing valued for its artistic sense and expression Designer important Clothing values for its quality and acceptance into norm of middle class Label important POVERTY MIDDLE CLASS WEALTH CLOTHING

17. Present most important Decisions made for the moment based on feelings or survival Traditions and history most important Decisions made partially on basis of tradition/decorum Future most important Decisions made against future ramifications POVERTY MIDDLE CLASS WEALTH TIME

18. Key question: Was it presented well? Presentation important Key question: Did you have enough? Quantity important Key question: Did you like it? Quality important POVERTY MIDDLE CLASS WEALTH FOOD

19. Tends to be matriarchal Depends on who has the money Tends to be patriarchal POVERTY MIDDLE CLASS WEALTH FAMILY STRUCTURE

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

21. Casual register: Language is about survival Formal register: Language is about networking Formal register: Language is about negotiation POVERTY MIDDLE CLASS WEALTH LANGUAGE

22. FROZEN FORMAL CONSULTATIVE CASUAL INTIMATE REGISTERS OF LANGUAGE

23. ©2008 by aha! Process, Inc. www.ahaprocess.com Registers: FROZEN FORMAL CONSULTATIVE CASUAL INTIMATE Discourse Patterns: CASUAL FORMAL Let’s get down to business. Let’s visit. 23

24. Gender Roles Male: LoverProvider FighterFlight Female: CaretakerDisciplinarian Keeper of the soul Martyr

25. “… Human relationship is a sledgehammer that obliterates every societal difference.” –Robert Sapolsky

26. ©2008 by aha! Process, Inc. www.ahaprocess.com Life is like a card game … 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

27. Generate a list of strategies that you believe connected you to your school and learning Financial Relationships Emotional Mental Spiritual Physical Language Resource Considerations:

28. Effective Strategies for Dropout Prevention Basic Core Strategies: Mentoring/Tutoring Service Learning Alternative Schooling After School Opportunities

29. Effective Strategies for Dropout Prevention Early Interventions: Early Childhood Education Family Engagement Early Literacy Development

30. Effective Strategies for Dropout Prevention Making the Most of Instruction Professional Development Active Learning Educational Technology Individualized Instruction

31. Effective Strategies for Dropout Prevention Making the Most of the Wider Community Systemic Renewal School-Community Collaboration Career and Technical Education Safe Schools

32. A Guide for Identifying & Building Resources R – R = R + R Rules – Relationships = Resentment + Rebellion

33. A Guide for Identifying & Building Resources R + R + R = R + R + R Rules + Rigor + Relationships = Resources + Results + Respect

34. 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.

35. “ No significant learning occurs without a significant relationship” - Dr. James Comer

36. Contact Information Debrajean Scheibel Educational Consulatant, MDOE debrajean.scheibel@maine.gov EL-DEB, INC. debrajean.scheibel@gmail.com