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Understanding Poverty Ruby Payne - aha! Process - Poverty ...

Although this article was orig-inally written for teachers,the information presentedmay be of help to those whoare working with persons making thetransition from welfare to understand and work with stu-dents and adults from generationalpoverty, a framework is needed. Thisanalytical framework is shapedaround these basic ideas: Each individual has eightresources which greatly influenceachievement; money is only one. Poverty is the extent to which anindividual is without these eightresources. The hidden rules of the middleclass govern schools and work; stu-dents from generational Poverty comewith a completely different set ofhidden rules and do not know middle-class hidden rules. Language issues and the storystructure of casual register causemany students from generationalpoverty to be unmediated, and there-fore, the cognitive structures neededinside the mind to learn at the levelsrequired by state tests have not beenfully developed.

Generational poverty and situa-tional poverty are different. Generational poverty is defined as being in poverty for two generations or longer. Situational poverty exists for a shorter time is caused by circum-stances like death, illness, or divorce. This framework is based on pat-terns. All patterns have exceptions. An individual bring with them

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Transcription of Understanding Poverty Ruby Payne - aha! Process - Poverty ...

1 Although this article was orig-inally written for teachers,the information presentedmay be of help to those whoare working with persons making thetransition from welfare to understand and work with stu-dents and adults from generationalpoverty, a framework is needed. Thisanalytical framework is shapedaround these basic ideas: Each individual has eightresources which greatly influenceachievement; money is only one. Poverty is the extent to which anindividual is without these eightresources. The hidden rules of the middleclass govern schools and work; stu-dents from generational Poverty comewith a completely different set ofhidden rules and do not know middle-class hidden rules. Language issues and the storystructure of casual register causemany students from generationalpoverty to be unmediated, and there-fore, the cognitive structures neededinside the mind to learn at the levelsrequired by state tests have not beenfully developed.

2 Teaching is what happens outsidethe head; learning is what happensinside the head. For these students tolearn, direct teaching must occur tobuild these cognitive structures. Relationships are the key motiva-tors for learning for students fromgenerational pointsHere are some key points that need tobe addressed before discussing theframework: Poverty is everyonearound you has similar circumstances,the notion of Poverty and wealth isvague. Poverty or wealth only existsin relationship to the known quantitiesor occurs among people ofall ethnic backgrounds and in notion of a middle classas a large segment of society is a phe-nomenon of this century. The percent-age of the population that is poor issubject to definition and class is a continuousline, not a clear-cut move and are stationedall along the continuum of Poverty and situa-tional Poverty are Poverty is defined asbeing in Poverty for two generationsor longer.

3 Situational Poverty existsfor a shorter time is caused by circum-stances like death, illness, or framework is based on pat-terns. All patterns have individual bring with themthe hidden rules of the class inwhich they were the income of the individualmay rise significantly, many patternsof thought, social interaction, cogni-tive strategies, and so on remain withthe and businesses operatefrom middle-class norms and usethe hidden rules of the middle norms and hidden rules arenever directly taught in schools or must understand our students'hidden rules and teach them thehidden middle-class rules that willmake them successful at schooland can neither excusethem nor scold them for not know-ing; we must teach them and providesupport, insistence, and move from Poverty to middleclass or from middle class towealth, an individual must give uprelationships for is defined as the "extent towhich an individual does withoutresources.

4 These are the resourcesthat influence achievement:Financial:the money to purchasegoods and in 2003. Copyright by Ruby K. Payne (800) 424-9484page 1 Individuals who made it out of Poverty usually cite an individual who made a significant difference for and Working withStudents and Adults from PovertyBy Ruby K. Payne , and President of aha! Process , !aha!aaha!aha!ahaha!aha!aaha!aha!ahaaha! aha!aaha!aha!ahaaha!aha!aarticlesaha!aha !a!articlesarticlesarticlesarticlesartic lesarticlesarticlesaha!aha!aharticlesaha !aha!aarticlesRuby K. Payne , Series Part IEmotional:the ability to chooseand control emotional responses, par-ticularly to negative situations, with-out engaging in self-destructivebehavior. This is an internal resourceand shows itself through stamina,perseverance, and :the necessary intellectualability and acquired skills, such asreading, writing, and computing, todeal with everyday :a belief in divine pur-pose and :health and systems:friends, family,backup resources and knowledgebases one can rely on in times ofneed.

5 These are external models:frequent access toadults who are appropriate and nur-turing to the child, and who do notengage in self-destructive of hidden rules:knowing the unspoken cues andhabits of a and story structureTo understand students and adultswho come from a background of gen-erational Poverty , it's helpful beacquainted with the five registers oflanguage. These are frozen, formal,consultative, casual, and register is standard businessand educational language. Formalregister is characterized by completesentences and specific word register is characterized by a400- to 500-word vocabulary, brokensentences, and many Montano-Harmon, aCalifornia researcher, has found thatmany low-income students know onlycasual disciplinereferrals occur because the studenthas spoken in casual register. Whenindividuals have no access to thestructure and specificity of formalregister, their achievement lags. Thisis complicated by the story structureused in casual formal register, the story struc-ture focuses on plot, has a beginningand end, and weaves sequence, causeand effect, characters, and consequencesinto the plot.

6 In casual register, the focusof the story is , the story starts at theend (Joey busted his nose), proceedswith short vignettes interspersed withparticipatory comments from theaudience (He hit him hard. BAM-BAM. You shouda' seen the blood onhim), and finishes with a commentabout the character. (To see this inaction, watch a TV talk show wheremany of the participants use thisstructure.) The story elements that areincluded are those with emotionalsignificance for the teller. This is anepisodic, random approach with manyomissions. It does not include sequence,cause and effect, or consequence. Cognitive issuesThe cognitive research indicates thatearly memory is linked to the pre-dominant story structure that an indi-vidual knows. Furthermore, storiesare retained in the mind longer thanmany other memory patterns for , if a person has not hadaccess to a story structure with causeand effect, consequence, andsequence, and lives in an environ-ment where routine and structure arenot available, he or she cannot plan.

7 According to Reuven Feuerstein,an Israeli educator: Individuals who cannot plan,cannot predict. If they cannot predict, they cannotidentify cause and effect. If they cannot identify cause andeffect, they cannot identify consequence. If they cannot identify consequence,they cannot control impulsivity. If they cannot control impulsivity,they have an inclination to refers to these students as"unmediated." Simply explainedmediation happens when an adultmakes a deliberate intervention anddoes three things: points out the stimulus (whatneeds to be paid attention to) gives the stimulus meaning provides a strategy to deal withthe example: Don't cross the streetwithout looking (stimulus). You couldbe killed (meaning). Look twice bothways before crossing (strategy).Mediation builds cognitive strategiesfor the mind. The strategies are anal-ogous to the infrastructure of house,that is, the plumbing, electrical andheating systems.

8 When cognitivestrategies are only partially in place,the mind can only partially accept theteaching. According to Feuerstein,unmediated students may miss asmuch as 50 percent of text on a are so many studentsunmediated? Poverty forces one'stime to be spent on survival. Manystudents from Poverty live in single-parent families. When there is onlyone parent, he or she do not havetime and energy to both mediate thechildren and work to put food on thetable. And if the parent is nonmediated,his or her ability to mediate the chil-dren will be significantly !articlesaha!articlesaha!articlesaha!art iclesaha!articlesaha!articlesaha!article saha!articlesaha!articlesaha!articlesaha !articlesaha!articlesaha!articlesaha!art iclesaha!articlesaha!articlesaha!article saha!articlesaha!articlesRuby K. Payne , Poverty Series Part IReprinted in 2003. Copyright by Ruby K. Payne (800) 424-9484page 2 The hidden rules of the middle class must be taught so students can choose to follow them if they !

9 Articlesaha!articlesaha!articlesaha!arti clesaha!articlesaha!articlesaha!articles aha!articlesaha!articlesaha!articlesaha! articlesaha!articlesaha!articlesaha!arti clesaha!articlesaha!articlesaha!articles aha!articlesaha!articlesRuby K. Payne , Poverty Series Part IReprinted in 2003. Copyright by Ruby K. Payne (800) 424-9484page 3 Hidden Class RulesGenerational PovertyMiddle ClassWealthThe driving forces for decision-makingThe driving forces for decision-makingThe driving forces for decision-makingare survival, relationships, and are work and social, financial, and are possessions. It is worseThings are possessions. If materialLegacies, one-of-a-kind objects, andto steal someone's girlfriend than a security is threatened, often thepedigrees are A relationship is valued relationship is achievement. That's why you must defend your child no matter what he or she has done. Too much education is feared because the individual might "world" is defined in local "world" is defined in national The "world" is defined in terms.

10 International fighting is how conflict is Fighting is done verbally. PhysicalFighting is done through socialresolved. If you only know casual fighting is viewed with and throughregister, you don't have the words negotiate a resolution. Respect is accorded to those who can physically defend is valued for its is valued for its is valued for its presentation. You laugh when you are disci-plined; it is a way to save face. The noise level is higher, non-verbal information is more impor-tant than verbal. Emotions areopenly displayed, and the value ofpersonality to the group is yourability to entertain. Destiny and fate govern. Thenotion of having choices is is about penance and forgiveness, not change. Tools are often not , the concepts of repairand fixing may not be present. Formal register is always used inan interview and is often an expectedpart of social interaction.


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