Payne, R.K., A framework for understanding poverty: A cognitive approach Chapters 1-3, Appendix A

Notes/Reflections/answers are based on the study guide questions at the back of the book.

Introduction

1. What are the 4 reasons people leave poverty? What examples of one or more of these points come to mind for you?

4 reasons people leave poverty:

• Too painful to stay
• Example: Don't want to follow in parental/guardian footsteps (e.g., addiction, abuse)
• Special talent/skill
• Example: Athletics - this is the classic example of how young men escape poverty especially in sports like football, baseball, basketball
• Key relationships
• Example:  Bridging social capital like invested trusted adults 
• A vision or goal 
• Example: Desire to go to college, military, trade school

Chapter 1 - Resources, 'Reality' and Interventions: How They Impact 'Situated Learning'?

1. What are the nine resources that play a vital role in the success of an individual?

FEMSPRKLS

• Financial
• Emotional
• Mental/Cognitive 
• Support Systems
• Physical
• Relationships/Role models
• Knowledge of hidden rules
• Language/register (discourse)
• Spiritual / "future story"

2. Poverty is more about other resources than it is about financial resources. Why? In what ways does the presence and/or absence of other resources impact a person's life. Use examples from your own life or from the lives of those you know.

Poverty is more about other resources than it is about financial resources because for those in poverty, the central part of their lives revolves around relationships. Therefore, emotional resources, support systems, role models and language  (formal register) that are built on quality relationships are more impactful on people in poverty. Having strong resources in these areas enable people to have the stamina and support to see the value of an education as a way to create a "future story". This provides the foundation for pursuing a goal, for making a change from their current life story and for setting themselves up to develop those key relationships that will help them navigate the hidden rules of the middle class (bridging social capitol). 

3. Which resources can an educator influence the most?

• Relationships / role model - 
• Language / register - we can direct teach formal register discourse and "code switching"
• Mental / cognitive - we can teach students the basic skills for reading, writing and comprehension
• Knowledge of hidden rules - we can teach students those that apply to the school setting 

4. In which case study are the most resources found? The fewest?

• Most - Alexa (New Orleans girl whose house destroyed by Hurricane Katrina and father commits suicide - situational poverty)
• Fewest - Julius (West Virginia teen who is illiterate - generational poverty)

5. Which case study affected you most deeply? Why?

    All of these case studies affected me in some way but I think Julius' affected me the most deeply. With the fewest resources, his situation seems the bleakest to begin with. I think it's going to be extremely challenging to get him and his family/grandfather to change their thinking about the value of education. 

Chapter 2 - Language and Story: How they impact thinking, school and work?

1. What are the 5 registers of language? Which one has to be direct-taught to be successful in school and the workplace?

• Frozen - prayers, vows, etc
• Formal (must be direct taught) - the language of academics and workplace
• Consultative - similar to formal
• Casual - between friends and family
• Intimate - between intimate partners

2. Which register do most students from poverty not have? What areas of their lives are most influenced by the absence of this register?

Students from poverty do not have formal register. Since this is the register used in academia, students are most affected by this in school. 

3. What did you find most striking about the Hart/Risley study of early language acquisition by young children in various classes? Why?

I was struck by the wide differences in word exposure between children in welfare, working and professional economic groups. Although the theory was not new to me (I know from LIS classes that reading to children from birth is beneficial to language acquisition), it is striking to see that there is a 100% increase in words acquired between the poverty to working class groups and an almost 250% increase from poverty to the professional class.  This data supports that intergenerational transfer of knowledge has a huge impact on the academic success of students. When parents are educated, they pass on the formal register to their children. But people in poverty often have little/no exposure to formal register thus they cannot pass it on to the next generation. The affirmation/prohibition data was also striking. The children in welfare hear more prohibitions than affirmations whereas children of professionals hear substantially more affirmations than prohibitions.

4. What usually has to be present for the acquisition of language to occur? Why does this present a problem at times?

A significant relationship needs to be present for the acquisition of language to occur. Since schools use a formal register of language, this presents a problem for those students in poverty who do not naturally acquire this register of language. As educators we need to direct teach formal register to these students. While it can be taught, it's important not to discount the casual register. Successful school environments teach students how to "code switch" (use the correct register in certain settings/scenarios).

5. What are the differences between casual and formal story structure?

Casual story structure often starts with the end and circles around and around before it gets to the point. The story is often focuses on the character and the character's values. The formal story structure is a continuum that starts at the beginning and the plot is the most piece of the story. 

 

6. Related to both the Hart/Risley study and the "Specificity of Vocabulary", why is a good vocabulary an important contributing factor to success in school and in other settings?

A good vocabulary is an important contributing factor to success in school and in other settings because it provides a shared language. The language used in educational resource materials, standardized tests, conversations with staff/faculty (predominantly middle class) are all based on formal register. To succeed in school, a student must be able to comprehend and utilize the vocabulary being used. 

Chapter 3 - Hidden Rules Among Classes: How they impact relationships with people different from you

1. What are hidden rules? And why is understanding them important for individuals in all classes?

The hidden rules are the understood norms of an economic group.

2. Did the three mental models "ring true" for you in terms of time priorities? Why or why not? Please respond especially in terms of your own economic class.

Yes, the three mental models "rang true" for me. 

Poverty - time priorities revolve around relationships

Middle class - time priorities revolve on achievement and stability

Wealth - time priorities revolve on establishing connections

Speaking to middle class priorities, my husband's and my time is primarily spent on achieving stability in our life and a work/life balance. Our financial management strategy is to balance our income with our expenses so that we can live comfortably now and in retirement, help finance our children's education so that they can maintain the middle class lifestyle, and have enough leftover to go on vacation and/or pursue other leisurely activities. In pursuit of achievement and to maintain stability, my husband has pursued advanced opportunities at work to increase his salary over the years. I have pursued additional education to make a career change and also increase my earning power.

3. What were some of your most memorable "aha" moments as you took the quizzes?

My memorable "aha" moments occurred when I realized that I had none of the knowledge to survive in poverty and that I would definitely struggle in a relationship with a partner from generational poverty. 

The one thing that stood out for me in the "survive" poverty quiz is paying the cable bill before rent. It stood out to me as odd because the other statements did seem more like "survival" knowledge or tactics. In my middle class brain, managing our money makes housing more important than a cable bill. It was only after reading further that I learned a hidden rule about poverty, that many decisions are based on entertainment and relationships, not on achieving/maintaining stability like it is for me.

4. What are some of the hidden rules for each class surrounding money, language, possessions, food and education?

Poverty:

Money - to be used

Language - casual

Possessions - all about people

Food - quantity is important

Middle class:

Money - to be managed

Language - formal - used in negotiations

Possessions - things

Food - quality is important

Wealth

Money - to be invested

Language - formal - used in networking

Possessions - one of a kind objects, legacy, pedigree

Food - presentation is important

5. What are some of the biggest challenges in getting out of poverty?

One of the biggest challenges in getting out of poverty is navigating the hidden rules of the middle class. 

6. Why should students be taught the hidden rules of the middle class?

"Most schools and businesses operate from middle-class norms and use the hidden rules of middle class" (Payne, p. 5).

7. What was the most eye-opening to you about the hidden rules of wealth? Why?

The most eye-opening statement I read about the hidden rules of wealth is that teachers often struggle the most with students from new-money families. Life in a new money world is competitive and students are pushed to be the best because despite having the financial wealth, these families do not have the connections that old money families have to pursue certain opportunities (e.g., Ivy League colleges/universities, etc.)

8. What reaction or reactions usually occur when a hidden rule is broken?

A person who breaks a hidden rule is usually not accepted by the group and labeled as less intelligent. 

9. Why will an understanding of culture and values of poverty lessen the frustration, even anger, that educators periodically feel when working with students and families from poverty?

When we as educators understand how culture and poverty define the views of students and parents, we can anticipate and understand their needs. It builds mutual respect when differing viewpoints are acknowledged.  

Professional eBook - The Motivated Student - Chapter 4: Discover the power of internal motivation

 The Motivated Student - Chapter 4: Discover the power of internal motivation

What have you personally learned about teaching from the reading?

I have learned that our job as teachers is not to motivate students but to create the environment where student's needs are met. Creating the need-satisfying activities and relationships that build strong internal world pictures are important for developing intrinsic motivation. Understanding that "(a)ll behavior is purposeful because the intent of our behavior is to create a match between the perceived world and the internal world" has shifted my perspective in how to address challenging behavior. Tuning myself into the idea that perceptions of reality are filtered (sensory, prior knowledge and values) opens up my thinking to processing how a student may be struggling between their internal world picture and the perceived world.  In addition, knowing that we all act purposefully to get what we want at a particular moment will also help me to understand student behavior.

What is the author's message that we are meant to take away from the reading?

Internal control is the best motivator in all human relationships. Applying internal control psychology to teaching makes us better teachers.  By creating a classroom where students feel safe and supported, develop power and competence and a sense of belonging, autonomy and fun helps students to construct a positive internal world picture and intrinsic motivation. 

Will you use any ideas from the article reading with your students?

The article doesn't provide specific strategies at this point - these apparently come in later chapters of this book. However, it does suggest that this mindset is important for teachers to develop in themselves also. Setting personal annual goals and daily goals for lessons help to develop our own internal world pictures. When our perceived world does not match our internal world, rather than get defeated by the negative feelings, keep those goals in mind and think about the changes you can make to get back on track. This will make me better equipped to instill the same mindset in students. 

What questions have arisen for you in the reading?

How can I differentiate instruction in my practice without having the same relationships that classroom teachers develop? TO DO: Look up Carol Ann Tomlinson for more information on differentiated instruction

How does the need to connect and belong change during child development? It seems particularly strong in middle/high school. What is the experience of educators of younger students?

What competency(ies) are addressed by the reading?

ProEd a.1.a. - In the area of the learning and learner, Learner development, as demonstrated by An understanding of how learners develop, recognizing that patterns of learning and development vary individually within and across the personal, physical, social, and academic dimensions;

How: Understanding that each learner has a unique personal internal world picture that is developed by need-satisfying events, people, behavior and values. 

ProEd a.1.b. - In the area of the learner and learning, Learner development, as demonstrated by The ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner;

How: Creating need-satisfying activities for each learner

ProEd a.2.a. - In the area of the learning and learner, Learning differences, as demonstrated by The ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner; understanding of individual differences and diverse cultures and communities;

How: Differentiation of lessons based on each student's needs 

ProEd a.2.b - In the area of the learner and learning, Learning differences, as demonstrated by: Ensuring inclusive learning environments that allow each learner to reach his or her full potential;

How: Creating a classroom where each student feels safe and supported, develops power and competence and a sense of belonging, autonomy and fun.

ProEd a.3.a. - In the area of the learner and learning, Learning environment, as demonstrated by: Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner’s interests and passions; 

How: By ensuring that the classroom environment contains needs-satisfying activities that provide autonomy and freedom for students to pursue exploration of their interests and passions.  

Professional eBook Chapter: The Motivated Student - Chapter 2: Minimizing Your Use of Coercion

The Motivated Student - Chapter 2: Minimizing Your Use of Coercion

What have you personally learned about teaching from the reading?

I have personally learned that there is a fine line between creating structure and organization and coercion. A good teacher inspires students to get excited about learning - more work doesn't necessarily mean that the work is high quality.  

This quote also stood out to me "...some students are so driven to be autonomous that they will even accept failure (and its attendant consequences) to retain control of their lives". I never really thought of students skipping class or not doing work as a result of a power struggle but it makes sense. If a student is not engaged in the lesson, class or even in school in general, there is little internal motivation to learn. 

What is the author's message that we are meant to take away from the reading?

Schools are coercive environments but by providing student choice, we can limit the feeling of powerlessness in students.

Will you use any ideas from the article reading with your students?

I like the idea of having the class come up with expectations for the class. I have seen this done by other teachers and I think it brings a sense of student ownership and agency into the classroom.

I really like the idea of offering students an option for them to create their own assignments as long as they meet the educational objectives of the lesson. 

What questions have arisen for you in the reading?

How can I offer choice in my library lessons?

What can I do to be less rigid in my dealings with students in the library? 

How best to approach students that seem to be reacting to the the coerciveness of school (skipping class, disrespecting the library space or other people in the library)?

What competency(ies) are addressed by the reading?

ProEd a.2.a. - In the area of the learning and learning, Learning differences as demonstrated by An understanding of individual differences and diverse cultures and communities;

How: Offering student choice helps to combat the feeling of powerlessness that students can feel in school. When students can exert their autonomy, the feel more in control of their situation, more motivated and more inspired in their learning as opposed to being forced to adhere to rigid and strict rules and structures.

ProEd a.2.b - In the area of the learner and learning, Learning differences as demonstrated by: Ensuring inclusive learning environments that allow each learner to reach his or her full potential;

How: Having students participate in developing expectations for classroom behavior and procedures gives them a sense of ownership and a say in how their learning environment is structured.

ProEd c.1.a. In the area of learning facilitation practice, Use of assessment as demonstrated by: An understanding and ability to use multiple methods of assessment to: Engage learners in their own growth.

How: By allowing students choices in assignments and assessments, this motivates and inspires learners to express their learning in ways that work best for them.

TEd Talk: Grit - The Power of Perseverance

TEDTalk: Grit - The Power of Perseverance

https://www.ted.com/talks/angela_lee_duckworth_g

Angela Duckworth TEd talk - teacher turned psychologist

What have you personally learned about teaching from the video?

Grit, "passion and perseverance for very long term goals" (Duckworth) is the defining characteristic of successful people. "Grit is a marathon, not a sprint" (Duckworth).

What is the author's message that we are meant to take away from the video?

Duckworth cites Dr. Dweck's growth mindset theory as "the belief that the ability to learn can change with effort". Teaching a growth mindset is the closest thing we can do to teach grit, work ethic and motivation. 

Will you use any ideas from the video directly with your students?

Teaching students that failure is not permanent is an important concept. We learn more from our mistakes. Tying growth mindset with what we know about teenage brain development could help students feel engaged and empowered to take charge of their learning.  

What questions have arisen for you in the reading?

How can we cultivate a growth mindset in the classroom? 
How does growth mindset fit into teenage brain development?
What are some growth mindset strategies to be used in the classroom?
How can I incorporate growth mindset into library instruction and/or collaboration with content area teachers?

What competency(ies) are addressed by the reading?

ProEd a.3.a. In the area of learner and learning: Learning environment as demonstrated by: Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner’s interests and passions; 

How: Growth mindset is a strategy for helping students take control of their learning.

ProEd c.2. In the area of learning facilitation practice: Planning for learning facilitation, as demonstrated by an ability, as an active member of a learning community, to draw upon knowledge of content area standards, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every learner in meeting rigorous learning goals;

How: Growth mindset is a cross-disciplinary skill that will help students be successful across content areas.

ProEd c.3.a  In the area of learning facilitation practice: An understanding and use of a variety of strategies and tools to encourage learners to develop deep understanding of content areas and their connections to other disciplines

How: When students learn that failure is not permanent, a growth mindset leads them to keep trying until mastery is achieved and can increase their intrinsic motivation to continue learning.  

Article: A Letter to New Teachers

What have you personally learned about teaching from the reading?

I have learned that there are things I can do to thrive, prevent burnout and take ownership of my work including surround myself with positive people, cultivate my inner locus of control, let go of resentment and look at the bigger picture instead of focusing on the draining details.

What is the author's message that we are meant to take away from the reading?

Our actions matter more than our teaching conditions. While the circumstances can affect us, they do not define us. 

Will you use any ideas from the reading directly with your students?

I think modeling and using all of these proactive methods to adjusting to challenging conditions can be utilized with students. I recently had to reframe a challenging situation with Chromebook issues for myself and a student. While Chromebook issues are popping up for many students, it seemed to happen more frequently with 3 students - one of whom is particularly sensitive to changes in his routine. I was never frustrated with the student but was starting to get very frustrated with IT who did not seem at all concerned about the repeated issues or the impact on student learning, teaching plans and my time. While attention to the draining details is important in computer troubleshooting, my focus with the student turned to how he and I had become a team in figuring this out.  We started by cultivating our inner locus of control and talking about ways we can take control of this situation (for him - use a network desktop, for me - elevate the severity of the situation with IT). His frustration started to ease and he began to come see me with productive comments about his experiences. We are still battling with IT to eliminate these errors but our relationship and our mutual respect for each other have grown. 

What questions have arisen for you in the reading?

What is my passion project? What are my gifts? What are my gaps?

Passion project - podcasting? eblock mini-lessons, activities

Gifts - technology skills, general positive outlook, willingness to learn

Gaps - seeing the big picture, multi-tasking

What competency(ies) are addressed by the reading?

ProEd d.1.a. Being a reflective practitioner and using evidence to continually evaluate his or her practice, particularly the effects of choices and actions on students, families, and other professionals in the learning community;

Article: Choosing to Be Positive

Article: Choosing to Be Positive by Jones, Bailey, Brion-Meisels and Partee

What have you personally learned about teaching from the reading?

From reading this article, I have learned that it's best not to remove a student from the classroom for challenging behavior but to use that opportunity to teach the student self-regulation and conflict resolution strategies.

What is the author's message that we are meant to take away from the reading?

Developing quality relationships with students are important to student learning and growth. With challenging behavior, punitive disciplinary measures are not effective. Using the foundation of a quality relationship to teach students with challenging behavior the skills necessary for conflict resolution is a more effective method.

Will you use any ideas from the reading directly with your students?

I am interested in the classroom council idea however I think a less formal "debrief" session at the end of a block (like Paula P recommended in our cohort meeting) might be more suitable for a high school classroom. Students are prompted to share not only what they learned, but also what didn't work in class also and how we can improve for the next day. 

What questions have arisen for you in the reading?

What types of things would you have in a Cool Down toolbox for high school students? Often high school students are allowed to "take a walk" to remove themselves from the stressful situation but I have always wondered if leaving them alone with their thoughts is helpful or harmful. A teacher at our school has a sensory walk area that students can use but I wonder how often it gets used and by whom.

What competency(ies) are addressed by the reading?

a.3.a. In the area of the learner and learning, Learning environment, as demonstrated by: Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner's interest and passions; 

How: The SECURe strategies recognize the student's role in addressing behavior issues and building relationships with adults and peers. Scaffolds are provided to teach students how to resolve conflict.

a.3.b. In the area of the learner and learning, Learning environment, as demonstrated by: Use of learning environments not limited to the classroom, but extended into the larger community as well as virtual experiences

How: The SECURe strategies can be implemented outside of the classroom and should be a school wide effort.

d.2. In the area of professional responsibility: Collaboration, as demonstrated by collaborating as a member of the larger learning community, with learners, families, colleagues, other professionals, and community members to leverage resources that contribute to student growth and development, learning and well-being.

How: For the best social-emotional growth to occur, it needs to be a schoolwide effort to create a culture of non-punitive measures for resolving conflict.

Article: 3 Things Students Desire to Hear From Teachers

  

Article: 3 Things Students Desire to Hear From Teachers

What have you personally learned about teaching from the reading?

I have learned that making connections and developing relationships is the foundation for student learning and behavior in school. Students need to feel seen and heard. When these needs are met, they are more likely able to meet the expectations for learning and behavior.

What is the author's message that we are meant to take away from the reading?

The author affirmed the need for students to be seen and heard by others. Students need to know that someone believes in them. Students also need to know that we will help them find their purpose and achieve it. Finally students need us to take a genuine interest in them.

Will you use any ideas from the reading directly with your students?

As a non-classroom teacher, I don't have the same consistent opportunities for building relationships. The reasons students are in the library vary widely so the level of relationship building also varies. Just learning their names is a huge accomplishment. From my first days as a para, I have always tried really hard to learn each student's name and address them by name. With students that are regular visitors, I do already utilize some of the strategies talked about in this article - especially the messages in the "Question Me" section - I ask about extracurriculars, jobs, families, hobbies, etc. I try to remember to ask about those things in my future interactions. I often ask students to confirm that I am pronouncing their names correctly and if time allows, I may ask if they know why they were given that name (this has led to some great conversations!).  I also try really hard to reset after negative encounters with students. For those students, I try to notice something about their exterior appearance - shoes, hair, nail polish, shirt and make a positive comment about that. Connecting over something shows that I do see them, that I am paying attention to something other than the behavior that led to our previous interaction has been helpful in building a better relationship. 

Often I hear from students that they don't want to do something because it is too hard. My response has typically been "you can do hard things" and give them examples of the hard things they have done growing up. I did this because I believe that they can achieve what is being asked of them.  After reading, this article, I think I may reframe this with the "I believe" statement from the reading - "I believe you can be successful in this (task, assignment, etc)" or "I believe that you can do hard work" and follow up with "How can I help you to achieve success?". While I feel my original strategy was not horrible it was missing that element of "belief" and I think that is what drives all of us to persevere. 

In the library, my co-librarian and I do have an advisory group that we meet with daily during EBlock. In this group are students that are not comfortable in their original EBlock assignment and were either recommended by another teacher or guidance, or requested personally to join our EBlock because we are a smaller group. With these students, I think I have a better chance of developing the relationships and utilizing the ideas from this article. It is still early in our time with these students so as the year goes along, I will keep in mind the three key themes from this article: Believe, Purpose and Question Me. We have been focusing early on in building our EBlock community but I will also try to find private time alone with each one on a regular basis to check in and ask how they are doing, what they need, what they are feeling, what their interests and dreams are. However, it will be challenging to do this because we also have 40-60 other students entering the library at that time and I am responsible for taking attendance and attending to their needs in the library.  

What questions have arisen for you in the reading?

Consider this scenario that happened this week. Meet L.P.. His guidance counselor and English teacher have made an agreement that L.P. can come to the library instead of going to class every day. Here's how I met .LP.  - he and another student were in our quiet study space talking with their feet up on the wall. When questioned about their purpose in the library during this time - L.P. told me his guidance counselor sent him and the other student told me his teacher sent him. Neither had a pass nor had either staff member notified us of the need for these students to be in the library at that time. I told the students that I was going to follow up with each staff member. L.P.'s guidance counselor confirmed that L.P. is supposed to check in with his English teacher each day for his work and then come to the library to work. If he doesn't work, he will lose the privilege of working in the library. Friend did not tell his teacher the same story he told me so the teacher asked that I send him back to class. I relayed the information to both students.  Both leave together - L.P. telling me he is going to his counselor - he never shows up there and his friend never returns to class. Day 2 - L.P. signs in as he should, but there is s different student with him this time who does not have permission to be in the library at this time.  That student is sent back to class. L.P. hangs out in the library for a little while but then leaves before the bell or L.P. does not show up at all. L.P. is not unique in this behavior.  What can I do to establish a relationship with students like L.P. or students who are skipping class? It seems like maybe their needs are not being met, but I'm not sure how I can help to meet those. Is this something that is part of my responsibility? With all that goes on in the library, is it wrong that I sometimes just turn a blind eye because there are other students that are present that need my attention?  

How can I make the library part of a student's larger purpose?

 

What competency(ies) are addressed by the reading?

ED 505.07 Professional Education 

a.1.a. - In the area of the learner and learning; learner development as demonstrated by: An understanding of how learners develop;, recognizing that patterns of learning and development vary individually within and across personal, physical, social, and academic dimensions 

Learners need to have basic needs met before they can be ready to learn (Maslow's Hierachy of Needs). This includes social acceptance and need to be "felt". A student needs to have someone who believes in them and knows that they have that person's support in achieving learning goals. Social acceptance and recognition put the learner in a better position to learn. 

a.2.b. - In the area of the learner and learning: learning differences, as demonstrated by: Ensuring inclusive learning environments that allow each learner to reach his or her full potential

By making a student feel welcomed, supported in finding their purpose and recognized for their uniqueness, we are facilitating a safe and inclusive learning environment.