Ruby Payne A Framework for Understanding Poverty

Chapter 1: Definitions and Resources

Poverty is not based solely on money. There are resources that may be the cause poverty. The following are resources that a student and his/her family may or may not have. Some students may have fewer resources than others. The resources of the students are their home life should be analyzed before giving advice to fix the issue. As the teacher, some resources will come from just being there to show love and support and motivation to succeed.

Financial- money

Emotional- person is able to control emotional responses to negative situations. This resource is visible through stamina, perseverance, and choices.

Mental- person can read, write and compute

Spiritual- Believes in God. (Divine purpose and guidance)

Physical- health and mobility

Support systems- have someone to be there in times of need

Relationships/Role models- have adults that are nurturing and do not motivate self destructive behavior

Knowledge of hidden rules- know unspoken cues and habits of a group

Chapter 2: The Role of Language and Story

Understanding the aspects of language will help to understand poverty better. The three aspects include: registers of language, discourse patterns and story structure.

Registers of Language

Frozen- language that is the same all the time

Formal- speak is complete sentences and have specific word choice (school and work)

Consultative- formal register used in conversation and not as direct

Casual- language between friends, sentence syntax often incomplete

Intimate- language between lovers and twins and used for sexual harassment 

Discourse Patterns

Formal register - pattern is to get straight to the point.

Causal register- pattern is to go around and around and finally get to the point

Primary discourse is the language the child first learned. Secondary discourse is the language of the society that the child must learn in order to function in the society.

Story Structure

There are formal and casual story structures. Formal story structure has a story line: beginning, middle and end.  Casual story structure doesn’t go in chronological pattern. This pattern starts with end or the part with the greatest emotional intensity.

Teachers can teach student to use casual and formal register in the classroom. This has to be directly taught because most students in poverty do not know how to move from casual register to formal register. Students need to be exposed to both types of story structure. 

Chapter 3: Hidden Rules Among Classes

Hidden rules are habit and cues of a particular group.  Some actions or beliefs about school and work are based on the hidden rules. Some students may know the hidden rules of poverty and middle class and they may do things from both class. Once the teacher understands the rules of a certain class, he/she may not be as frustrated or stressed when dealing with a student or the parent. 

Chapter 4:Characteristics of Generational Poverty

Difference between generational poverty and situational poverty is the prevailing attitude. 

Generational poverty is when the person or persons feels that the society owes them a living. 

Situational poverty is when the person or persons refuse help due to pride.

Characteristics of Poverty

Background noise- TV stays on and everyone talking at one time

Importance of personality- what the person brings to the setting since money is absent. Person shares stories or jokes.

Significance of entertainment- respite of survival is important.

Importance of relationships-  have only certain people to rely on

Matriarchal structure- mother is the caretaker and has power

Oral language tradition- casual register all the time

Survival orientation- working to survive. Careers and topics about academic is not discussed.

Identity tied to lover/fighter role of men- man has to work hard, love and fight

Identity tied to rescue/martyr role of women- woman take care of and rescue her man and children

Importance of non-verbal/kinesthetic communication- touch and space are use to communicate

Ownership of people- people are possessions

Negative orientation- failure is the source of stories and belittling comments

Discipline- punishment is for forgiveness and penance

Belief in fate- destiny and fate is the belief system. Choice is not considered

Polarized thinking- everything is one way or the other

Mating dance- use body to attract someone

Time- The future does not exist, time is present

Sense of humor- always about people and their situations

Lack of order/organization- no planners or files, mostly clusters

Lives in the moment- not future plans 

There are some characteristics of what a child of generational poverty might exhibit in the school setting. Teachers should teach students the choice and rules of the middle class. Teach them to think of their future in a positive and successful way. Education is the key to getting out and staying out of poverty. 

Chapter 5: Role Models and Emotional Resources

There are students living in dysfunctional situations, meaning he or she has to give up their own needs in order to help another person. The emotional resources and role modeling is usually not present in these situations. Teachers and other staff can provide emotional resources by doing the following:

• Be supportive
• Use appropriate discipline strategies and approaches
• Establish long term appropriate relationships
• Teach hidden rules of other classes
• Identify options
• Increase individual achievement level through instruction
• Teach goal setting

 Chapter 6 Support Systems7 Suppot Systems•Coping Strategies•Options During Problem-Solving•Informational and Know-How•Temporary Relief from Emotional, Mental, Financial, and/or Time Contraints•Connections to Other People and Resources•Positive Self-Talk•Procedural Self-TalkSchool Support Systems1. Homework support2. Supplemental schoolwide reading programs3. keeping students with the sames teacher for two or more years or having a school withing a school4. Teach coping strategies5. Schoolwide Scheduling        6. Effective parent contact7. Teaching of classroom survival skills8. Goal-Setting and procedural self-talk9. Team InterventionChapter 7 Discipline

• The notion that discipline should be instructive and change behavior is not part of the culture in generational poverty.
• in generational poverty, mothers have the most powerful position. They are the ones who give out judgement and offer forgiveness.
• Educators have to teach students behaviors that they need for the school and classroom environment.
• students need to be discipline and structured

Ch. 8 INSTRUCTION AND IMPORVING ACHIEVMENT

COGNITIVE STRAGTEGIES

CONCEPTS/STORE AND RETRIEVE INFORMATION

SKILLS/PROCESS OF CONTENT

CONTENT/ THE WHAT OF INFORMATION USED TO MAKE SENSE OF LIFE

Ch. 9 Creating Relationships