A Framework for Understanding Poverty, by Ruby Payne Chapters 7-9

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A Framework for Understanding Poverty, by Ruby
PayneChapters 7-9

• By Ashley Rampino,
• Christina Giorgetti,
• Eileen Smith,
• Natalia Pierre,
• Samantha Grauna

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Chapter 7 Discipline
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Discipline

• When it comes to poverty, discipline is about
  penance and forgiveness, not necessarily change
• What helps students from poverty survive on the
  streets could be what keeps them from surviving
  in school
• Many of the behaviors exhibited in school are
  what is necessary to survive outside of school

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Structure and Choice in Discipline

• Meeting disciplinary standards is all about
  balancing structure and choice.
• We must first make clear what expected behaviors
  are and then emphasize to our students that it is
  their choice whether they will abide by the
  behaviors.
• First model, then guide them from dependence to
  independence in making the decisions

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Behavior Analysis

• The Teacher
• Find the reason behind the student behavior.
• In the cases of discipline with a student of
  poverty, many behaviors are directly linked to
  their environment and home life.
• The Student
• Should analyze his/her own actions
• Becomes accountable for behavior and makes them
  think of other ways to solve their problem

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The Language of Negotiation

• Many children in poverty have to function as
  their own parent. They may parent themselves or
  other younger siblings. Sometimes they even
  parent the adult in the household.

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Three Voices

• There are 3 voices inside everyones head
• 1. The Child Voice
• Is playful, spontaneous and curious
• 2. The Adult Voice
• Provides the language of negotiation and
  allows issues to be examined in a
  non- threatening way.
• 3. The Parent Voice
• Can be very loving and supportive
  depending on the situation. This voice also
  tends to be authoritative and directive.

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The Child VoiceDefensive, victimized, emotional,
whining, losing attitude, strongly negative
non-verbal.

• You make me sick,
• Its your fault.
• Dont blame me.
• She, he, _______ did it.
• You make me mad.
• You made me do it.

• Quit picking on me.
• You dont love me.
• You want me to leave.
• Nobody likes (loves) me.
• I hate you.
• Youre ugly.

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The Parent VoiceJudgmental, evaluative, win-lose
mentality, demanding, punitive, sometimes
threatening.

• You are good, bad, worthless, beautiful (any
  judgmental, evaluative comment).
• You do as I say.
• If you werent so ____, this wouldnt happen to
  you.
• Why cant you be like _______?

• You shouldnt (should) do that.
• Its wrong (right) to do _______.
• Thats stupid, immature, out of line, ridiculous.
• Lifes not fair. Get busy.

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The Adult VoiceNon-judgmental, free of negative
non-verbal, factual, often in question format,
attitude of win-win.

• In what ways could this be resolved?
• What factors will be used to determine the
  effectiveness, quality of _______?
• I would like to recommend _____.

• What are choices in this situation?
• I am comfortable (uncomfortable) with _________.
• Options that could be considered are _________.

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Metaphor Stories

• A metaphor story helps an individual voice issues
  that affect subsequent actions. It does not
  contain any proper names in it.
• Situation A child goes to the nurses office two
  or three times a week. There is nothing wrong
  with her yet she keeps going.
• Adult decides to tell the student a story about a
  girl similar to her and asks for her help in
  doing so.

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Example Story

• Once upon a time there was a girl who went to
  the nurses office. Why did the girl go to the
  nurses office? (Because she thought there was
  something wrong with her.) So the girl went to
  the nurses office because she thought there was
  something wrong with her. Did the nurse find
  anything wrong with her? (No, the nurse did not.)
  So the nurse did not find anything wrong with
  her, yet the girl kept going to the nurse. Why
  did the girl keep going to the nurse? (Because
  she thought there was something wrong with her.)
  So the girl thought something was wrong with her.
  Why did the girl think there was something wrong
  with her? (She saw a TV show and)
• The story continues until the problem is solved
  and ends on a positive note So she went to the
  doctor, and he gave her tests and found that she
  was OK.

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A Metaphor Story

• Used one on one when there is a need to
  understand the existing behavior and motivate the
  student to implement the appropriate behavior.

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Teaching Hidden Rules

• Example
• A student from poverty laughs when he/she is
  disciplined
• Do you use the same rules to play all computer
  games? No, you dont because you would lose. The
  same is true at school. There are street rules
  and there are school rules. Each set of rules
  helps you be successful where you are. So, at
  school, laughing when being disciplined is not a
  choice. It doesnt help you be successful. It
  only buys you more trouble. Keep a straight face
  and look sorry, even if you dont feel that way.

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Chapter 8

• Instruction Improving Achievement

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Traditional Notions of Intelligence

• The Bell Curve purports that individuals in
• poverty have on the average an IQ of nine
• points lower than individuals in the middle
• class.
• Payne suggests that this might be a credible
• argument if IQ tests were measured on
  ability, but it
• is actually measured on acquired information.
• The questions on the handout are the type of
  questions asked on an IQ test, but the content of
  these questions is the only difference. This
  shows the point that the information on IQ test
  is only based on acquired knowledge.
• The tests we use in many areas of school are not
  about ability or intelligence, but are based on
  acquired knowledge.

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Differentiating Between Teaching and Learning

• In order to learn, an individual needs to have
  certain cognitive skills and a structure inside
  his/her head to accept learning. Research on
  learning must be addressed to work successfully
  with students from poverty.
• The four elements of a learning structure
• Cognitive Strategies more basic than concepts
  fundamental ways of processing information and
  are the infrastructure of the mind.
• Concepts store information and allow for
  retrieval.
• Skills includes the processing of content
  (reading, writing, computing).
• Content what of learning the information used
  to make sense of daily life.
• Many students in poverty are coming to school
  without concepts or cognitive strategies. As
  teachers, we need to build learning structures
  inside our students.

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Cognitive Strategies

• Reuven Feuerstein believed that between the
  environmental stimulus and the response should be
  mediation
• (ex the intervention of an adult).
• Mediation consists of three things
• Identification of the stimulus
• Assignment of meaning
• Identification of a strategy

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Cognitive Strategies cont

• Mediation builds cognitive strategies, which give
  individuals the ability to plan, systematically
  go through data, etc.
• Feuerstein identified the missing links that
  occur in the mind when mediation had not
  occurred.
• Some examples of Missing Links
• Mediated focusing- Ability to focus attention
  and see objects in detail.
• Mediated scheduling- Based on routine. Ability
  to schedule and plan ahead.
• Missing links/mediations result in cognitive
  issues

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What are these Cognitive Issues?

• Blurred and sweeping perceptions and the lack of
  a systematic method of exploration- students have
  no consistent way of getting information.
• In a new setting, the student will rapidly go
  from object to object.
• Impaired verbal tools- they do not have the
  vocabulary to deal with the cognitive tasks.
• Students who rely on casual register do not use
  or have many prepositions in their speech.
• Impaired spatial orientation- inability to orient
  objects or people in space.
• Impaired temporal orientation- inability to
  organize and measure in time.

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Cognitive Strategies That Must Be Built

• Feuerstein identified 3 stages in the learning
  process
• Input Strategies quantity and quality of the
  data gathered.
• Use planning behaviors, orient data in time,
  explore data systematically, etc.
• Elaboration Strategies use of the data.
• Identify and define the problem, compare data,
  summarize data.
• Output Strategies communication of the data.
• Communicate clearly the labels and process,
  control impulsive behavior.

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Using Eye Movement to Follow the Learning
Process

• Eye movement allows a teacher to begin
  understanding the ways in which a student is
  processing information.
• The teacher is able to determine the type of
  information the student is trying to process by
  observing the position they have moved their eyes
  to.
• Eye movements help teachers identify how a
  student tends to store and receive information.

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The Face is Divided into Three Zones

• Top Zone When a persons gaze is directed at the
  top zone, they are processing visual information.
• Middle Zone When a persons gaze is in the
  middle zone they are processing auditory
  information.
• Bottom Zone When a persons gaze is at the
  bottom zone the person is either talking to
  themselves or processing feelings.

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The Face as a Clock
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The Face as a Clock

• Visual
• Right handed person the 2 oclock position
  indicates that the individual is processing
  visually remembered data. The 10 oclock position
  indicates that they are processing data that is
  visually constructed (data put together from
  several sources).
• Left handed person positions are reversed 2
  oclock is visually constructed and 10oclock is
  visually remembered data
• Auditory
• Right handed person the 3 oclock position
  indicates auditory remembered information and the
  9 oclock indicates auditory constructed
  information.
• Left handed person positions are reversed.
• Feeling/Kinesthetic
• Right handed person the 5 oclock position is
  auditory internal dialogue and the 7 oclock
  position is feelings.
• Left handed person positions are reversed.

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Instructional Interventions that Build Conceptual
Frameworks and Cognitive Strategies

• Graphic Organizers
• Goal Setting and Procedural Self-talk
• Kinesthetic Approaches
• Rubrics
• Teaching students to make questions
• Systematic approaches to the data/ text
• highlighting information
• using symbols to identify the five W questions.

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Instructional Interventions that Build Conceptual
Frameworks and Cognitive Strategies (cont.)

• Teaching conceptual frameworks as a part of the
  content
• emphasis on relating content to personal
  experience
• take what they know and translate it into the new
  form
• Teaching the structure of language
• teaching students to understand formal register
• Sorting relevant and irrelevant clues
• cartooning helps students identify the main
  points of a text
• Teaching Mental Models
• drawings, a story, a metaphor, or an analogy

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Chapter 9Creating Relationships

• Key to achievement for students in poverty is in
  creating strong relationships
• Relationships
• Significant motivator because in poverty,
  relationships (and entertainment) are valued
• 2 Research Sources
• Science Field Research
• Stephen Coveys personal effectiveness work

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Importance of Relationships

• gtgt Prior to Research Newtonian Approach
• Dissecting teaching into parts--energies focus on
  achievement and effective teaching strategies
• gtgt Now Most Important Part of teaching
• establishing relationships
• Ex 9x out of 10 students from poverty who have
  successfully made it into middle class attribute
  his/her success to a meaningful relationship
• gtgtgtgt A teacher, counselor, or coach-- Us!

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Coveys (1989) Emotional Bank Account
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In all relationships we make deposits to and
withdrawals from the other individual

• Payne adapted Coveys chart from, The Seven
  Habits of Highly Effective People, with regards
  to students from poverty.
• By understanding deposits that are valued by
  students from poverty, the relationship is
  stronger.
• How can we create and build relationships in
  schools?
• Through support systems, caring about students,
  and by promoting student achievement, by being
  role models, and by insisting upon successful
  behaviors for school.

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Paynes Adaptive Emotional Bank Account for
Individuals in Poverty
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What does this information mean in the school
setting? gtMain Points Revisited

• Students from poverty need to have at least two
  sets of behaviors from which to choose-- street
  school/work settings
• Discipline should be seen and used as a form of
  instruction
• Instruction in the cognitive strategies should be
  a part of the curriculum
• Insistence, expectations, and support need to be
  guiding lights in our decisions about instruction
• People in povertys primary motivation for their
  success will be in their relationships.
• Find ways to establish natural connections that
  will enable you to build a lasting relationship
  with all of your students