1. Working With Students From Poverty

2. Resources Financial Emotional Mental Spiritual Physical Support Systems Role Models Knowledge of Hidden Rules

3. Language Registers Frozen – language that is always the same. Formal – standard syntax and word choice with complete sentences (school and work). Consultative – formal register used in conversation. Casual – language between friends; incomplete sentences; depends on nonverbal assists. Intimate – language between lovers.

4. Story Structure Formal register – clear beginning, middle and end with well sequenced events Casual register – story jumps around; focus is on characterization versus plot

5. What’s the Big Deal? Individual who cannot plan, cannot predict. If they cannot predict, they cannot identify cause and effect. If they cannot identify cause and effect, they cannot identify consequence. If they cannot identify consequence, they cannot control impulsivity. If they cannot control impulsivity, they have an inclination to criminal behavior.

6. Mediation Point out the stimulus (what needs to be paid attention to). Give the stimulus meaning. Provide a strategy to deal with the stimulus. Doing this builds cognitive strategies in the mind.

7. Hidden Rules of Poverty V Middle Class PovertyMiddle Class Driving forces are survival, relationships, and entertainment People are possessions The “world” is defined in local terms Conflict is resolved with physical fighting Food is valued for its quantity Driving forces are work and achievement Things are possessions The “world” is defined in national terms Conflict is resolved verbally Food is value for its quality

8. Helping Students to Succeed Direct teaching to build cognitive structures for learning Establish relationships to motivate students Teach hidden rules so they can choose appropriate responses if they desire

9. Effective Discipline Instructive and focused on changing behavior, not punitive Works on developing self governance in students Anchored in structure and choice

10. Behavior Analysis What behaviors does the student need to be successful? Does the student have the resources to develop those behaviors? Will it help to contact a parent? How will behaviors be taught? What other choices could the student make? What will help the student repeat the successful behavior?

11. Student’s Behavior Analysis What did you do? Why did you do that? List four other things that you could have done. What will you do next time?

12. Voices Child Voice – defensive, victimized, emotional, whining, strong negative non-verbal Adult Voice – non-judgmental, free of negative non-verbal, factual, often in question format, attitude of “win-win” resolution Parent Voice – authoritative, directive, judgmental, evaluative, win-lose mentality, advising, punitive

13. 5 Key Points Students from poverty need to have at least two sets of behavior from which to choose: one for the streets and one for school/work. The purpose of discipline should be to promote successful behaviors at school. Teach students to use an adult voice in and out of school. Structure and choice need to be part of the discipline approach. Discipline should be a form of instruction.