P OVERTY, S CHOOLS, C OMMUNICATION AND H OW TO MAKE IT ALL W ORK Presented by Amanda Moennig And based on the work of Dr. Ruby K. Payne

A Framework for Understanding Poverty by Dr. Ruby Payne My first Ruby Payne Experience This presentation is a review of my personal experience in reading “Framework” and attending a two- day workshop that was facilitated by Dr. Payne. I am presenting this information to give a review of her work in hopes to pique interest and awareness. It is my hope that you read her work first hand and experience her workshop in person, as I truly believe it will change your life and your view of students and teaching.

C RITICISMS Does not address poverty and it’s relationship to race Because poverty hits different races differently across the globe Does not address what kids CAN do, only focuses on what they CANNOT do Because she is a realist; What if your repairman only talked about what DID work on your appliance when it was broken…

W HAT Y OU WILL K NOW W HEN Y OU L EAVE THIS W ORKSHOP What the distinguishing factors of poverty, middle class, and wealth How and why people in these different economic classes act differently (“Hidden Rules”) How to communicate effectively between economic classes How to transition successfully between economic classes Main criticisms of Dr. Payne’s research and my personal experiences Where to find further resources to improve your relationships in your school MAP “Quick Fixes” tested and proven by Dr. Payne

“H IDDEN R ULES ” S OURCE : “A F RAMEWORK FOR U NDERSTANDING P OVERTY W ORKBOOK ” BY D R. R UBY P AYNE P. 43 PovertyMiddle ClassWealth PossessionsPeopleThings“One of a kind” objects MoneyTo be used, spent To be managedTo be invested PersonalityEntertainmentAchievementConnections: financial, social FoodQuantity Important Quality Important Presentation Important TimePresentFutureTraditions and Past EducationAbstractCrucial for success Necessary for connections LanguageCasual RegisterFormal Register Driving ForcesSurvival, relationships, entertainment Work and achievement Financial, political, social connections

R ESOURCES OF E CONOMIC C LASSES ResourceDefinition Financial$ to purchase goods and services EmotionalBeing able to choose/control response MentalMental ability/acquired skills to deal with daily life SpiritualDivine purpose; Having a future story PhysicalPhysical health and mobility Support SystemsFriends, family, back up resources available in times of need Relationships/Role ModelsFrequent access to adults who are appropriate and nurturing Knowledge of Hidden RulesKnowledge of unspoken cues and habits Formal RegisterVocabulary, language ability, and negotiation skills necessary to succeed in a variety of settings Character Analysis, p Source: “A Framework for Understanding Poverty” workbook, Dr. Ruby K. Payne, p.8

D EFINITION OF P OVERTY “The extent to which an individual does without resources” ~Dr. Ruby Payne “Fundamentally, poverty is a denial of choices and opportunities, a violation of human dignity.” ~United Nations UN Definition of Poverty: to have protein in your diet on a daily basis (20% of the world) Ultimately, poverty is not based on a dollar sign; it is based on situations and circumstances. Some people experience poverty for months, some for generations.

W HO EXPERIENCES P OVERTY ? CharacteristicNumberPercentage TOTAL # IN US38,757, % of population Whites22,657, % Blacks8,968, % American Indian606, % Source: U.S. Census Bureau as printed in “A Framework for Understanding Poverty” workbook, Dr. Ruby K. Payne, p.4 While a large number of whites experience economic poverty, a larger percentage of black and American Indian families experience poverty According to the National Center for Children in Poverty (NCCP) 41% of children live in low-income families

C AUSES OF P OVERTY “A F RAMEWORK FOR U NDERSTANDING P OVERTY ” BY D R. R UBY P AYNE, P. 167 Behaviors of Individual: choices, behaviors, characteristics, and habits Human and Social Capital in the Community: resources available to individuals, communities, and businesses Exploitation: how people in poverty are exploited because they are in poverty Political/Economic Structures: economic, political, and social policies at the international, national, state, and local levels

G ENERATIONAL VS. S ITUATIONAL Economic Spectrum: GP-SP-MC-NM-OM Generational: Two generations or more; due to consistent lack of resources Situational: shorter period of time; due to medical, job loss, death, etc People in generational poverty think in polarities: either/or because of the lack of choices over time Case Studies Quiz, p. 42

S CHOOL /W ORK R ULES VS. H OME R ULES How students in different classes communicate Importance of teaching school social rules (when teaching, liken to the rules of different sports) Most schools operate in the middle class rules and most schools do not teach these rules T RANSITIONING B ETWEEN E CONOMIC C LASSES Must have a relationship of mutual respect AND a support system (education, employment) The person transitioning between classes must, for a time, give up relationships for achievement Reasons one leaves poverty: too painful to stay, vision/goal, key relationship, special talent/skill

R EGISTERS OF L ANGUAGE RegisterExplanation FROZENLanguage that is always the same; Lord’s Prayer FORMALStandard sentence syntax of work and school; complete sentences and specific word choice CONSULTATIVEFormal register when used in conversation; not as direct as formal CASUALLanguage between friends; word vocabulary; general word choice; incomplete sentence syntax and use of non-verbal cues INTIMATELanguage between lovers or twins; language of sexual harassment Source: “A Framework for Understanding Poverty” workbook, Dr. Ruby K. Payne, p.30 Language of music

MAP S TRATEGIES Have students write their own multiple choice questions 2x per week Automaticity (memory); students don’t understand math because it’s in formal register; must have a shared register for Everyday Math Have students draw a picture of concept/term/idea Don’t read the questions before reading the material Feed students who are completing the test protein (peanut m&m’s) NOT carbs (cookies)

D ISCIPLINE S TRATEGIES Include the “why”, not just “what” and “how” Have students physically look up when they are upset Complete behavior form Metaphor Story Never single out a student; address the group, even with compliments Use perception to your advantage with discipline

E FFECTIVE C OMMUNICATION WITH P ARENTS Videos Newsletters that are simple and direct; heavy with visuals and icons Include food at school gatherings Share discipline strategies through video and paper Have out-going students make a video for in-coming students Back down angry parents by asking for specifics: “what”, “where”, and “how” NOT “why” Use “I understand you care very much…” Ask “Do you want me to listen or do you want me to do something”

C OMMON S ITUATIONS **I NTERVENTIONS DO NOT WORK IF RESOURCES NEEDED TO COMPLETE THOSE INTERVENTIONS ARE NOT AVAILABLE. R ESOURCES ARE KEY. Kids that are entertainers Kids who laugh when they get in trouble When kids are always angry When kids don’t have concept of boundaries When students do not have “self talk” skills When parents cuss you out

W HAT CAN YOU DO AT YOUR SCHOOL ? Read “A Framework for Understanding Poverty” as a book study Take the quiz Form a common language Find resources Find answers for “What bugs you about your students” Get a payoff for your time!!

R ESOURCES “A Framework for Understanding Poverty” and Workbook by Dr. Ruby K. Payne, copyright 1996 & 2008 “Research-Based Strategies” by Dr. Ruby K. Payne, copyright 2009 “Working with Students” by Dr. Ruby K. Payne, copyright 2006 “Working with Parents” by Dr. Ruby K. Payne, copyright 2005 All texts available and published by aha! Process, Inc.