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5 Things Every Teacher Should Know About…Students of Poverty
1. “Poverty occurs in all races and in all countries” (Payne, 1996, n.p.)
Poverty is not a race thing. It’s not something that happens in other countries to other people. It is real and it is happening HERE, to our students in the United States of America. I teach in a school that serves a high population of families living in poverty. Because of this economy, the number of families living in poverty is growing rapidly.
“Poverty [is defined as] the extent to which an individual does without resources” (Payne, 1996, n.p.) According to Ruby Payne, these resources include: financial, emotional, mental, physical, support systems, role models, and knowledge of hidden rules. Poverty can be lack of one of these or a combination of these resources and it is important to understand what families have available to them. Many families who live in poverty lack all or most of these resources and may even engage in self destructive behavior in front of or including their children. We must work to empower and teach these students how to be successful in the school setting as well as nurture them and model appropriate behaviors in a variety of situations.
2. There are very different unspoken/hidden rules among those who live in generational poverty, those who live middle class and those who live wealthy.
The social implications among each group are very unique. One comparison illustrates the differences in those unspoken/hidden rules particularly well. It deals with the view of food. For those who live in generational poverty “food is valued for its quantity,” for those who live middle class “food is valued for its quality,” and for those who live wealthy “food is valued for its presentation.” (Payne, 1996, n.p.) Not all people who are living in poverty will stay that way. There is a difference even among those living in poverty. Ruby Payne states, “Generational poverty and situational poverty are different. Generational poverty is defined as being in poverty for two generations or longer. Situational poverty involves a shorter time and is caused by circumstance, i.e. death, illness, divorce” (1996, n.p.) Poverty can also be in the working class. This means that at least one family member is working, but they are not making enough. They may work fast food jobs or other low-paying, minimum wage jobs. Many of these people make just enough to cover their housing costs, but because they have jobs, they may not qualify for help from social services.
3. “For students from generational poverty to learn, a significant relationship must be present. When individuals who made it out of poverty are interviewed, virtually all cite an individual who made a significant difference for them. Not only must the relationships be present, but academic tasks need to be referenced in terms of relationships” (Payne, 1996, n.p.)
Students of poverty need to know that they can trust us and count on us before they will ever perform academically in our classrooms. I live this every day. I work hard to form bonds with my students and I let them know I love them with what they come in with. I love them for who they are, and I accept their families as well. Our school actually did a Ruby Payne poverty simulation last year with the staff, and it was very interesting to see how some of these students must feel at school. Limited resources should not equal a lesser education for a student. In our building, we know that students need to do 99% of their learning and school work in house (at school.) Because of the poverty our students deal with, we cannot be certain that they have electricity, pencils, or adequate space to do much work at home. We have to know their circumstances and accommodate these circumstances. By forming those relationships with students and their families a teacher will come to know what a child is dealing with at home. I have to say that many of my students from former years still come by my room every morning before going to their own classroom. They come for a hug, or a chat, or an encouraging word. I tell all my kindergarten students I will love them until they are old and I will always take their hugs and help them with their worries if they need it. Because of the relationships we have formed, many take me up on my offer! J
4. “Create family involvement by focusing on common ground (i.e., we love your child, you love your child, what can you tell us about your child, here’s what we – educators –have learned about your child). When the focus is on education, parents may have little or no positive experiences to connect and relate with educators” (Beegle, n.d.)
We want families to be involved and a part of their child’s education. We know that they are sending us their very best when they send us their child. We cannot ask them to be different or to be something they are not. I like to “meet families where they are.” Once we form a relationship with the parents and families, we are able to empower them and hopefully even teach them some other strategies for life to put in their tool box. We also want families to know that they are their child’s first teacher and that we value them for what they do. They should know that we believe they can contribute to their child’s education. Involving the surrounding community further connects families and schools as we partner. Giving families the opportunity to get to know each other and to network among the school population is another way to give parents a more positive view of what school is all about.
5. Teachers need to have “high clear expectations. Expect all kids to learn. Students from generational poverty report an overwhelming sense that teachers do not believe in them. [Some] teachers have told many students that kids like them did not need an education” (Beegle, n.d.)
Kids need to know that we believe they can learn! Every student can make progress and make academic gains. Is every child going to be a rocket scientist? No. Does every child have potential? Definitely. Expect that they will be a success and show them how. Students will be successful if they know how and are expected to do so.
References
Autism Society of America is a site that details information about autism spectrum Disorders (http://www.autism-society.org/site/PageServer).
Beegle, D. (n.d.) Educating students from generational poverty: Building blocks from A to Z. Retrieved from http://www.region10.org/migranteducation/documents /EducatingChildrenofPoverty.pdf
Hollingworth, L. S. (1942). Children above 180 IQ (Stanford-Binet): Origin and development. Yonkers-on-Hudson, NY: World Book Company.
Kearney, K. (1996). Highly gifted children in full inclusion classrooms. Highly Gifted Children, 12 (4). Retrieved from http://www.hollingworth.org/fullincl.html
Payne, R. (1996). Understanding and working with students and adults from poverty. Instructional Leader, 9 (2). Retrieved from http://homepages.wmich.edu/~ljohnson/Payne.pdf
1. “Poverty occurs in all races and in all countries” (Payne, 1996, n.p.)
Poverty is not a race thing. It’s not something that happens in other countries to other people. It is real and it is happening HERE, to our students in the United States of America. I teach in a school that serves a high population of families living in poverty. Because of this economy, the number of families living in poverty is growing rapidly.
“Poverty [is defined as] the extent to which an individual does without resources” (Payne, 1996, n.p.) According to Ruby Payne, these resources include: financial, emotional, mental, physical, support systems, role models, and knowledge of hidden rules. Poverty can be lack of one of these or a combination of these resources and it is important to understand what families have available to them. Many families who live in poverty lack all or most of these resources and may even engage in self destructive behavior in front of or including their children. We must work to empower and teach these students how to be successful in the school setting as well as nurture them and model appropriate behaviors in a variety of situations.
2. There are very different unspoken/hidden rules among those who live in generational poverty, those who live middle class and those who live wealthy.
The social implications among each group are very unique. One comparison illustrates the differences in those unspoken/hidden rules particularly well. It deals with the view of food. For those who live in generational poverty “food is valued for its quantity,” for those who live middle class “food is valued for its quality,” and for those who live wealthy “food is valued for its presentation.” (Payne, 1996, n.p.) Not all people who are living in poverty will stay that way. There is a difference even among those living in poverty. Ruby Payne states, “Generational poverty and situational poverty are different. Generational poverty is defined as being in poverty for two generations or longer. Situational poverty involves a shorter time and is caused by circumstance, i.e. death, illness, divorce” (1996, n.p.) Poverty can also be in the working class. This means that at least one family member is working, but they are not making enough. They may work fast food jobs or other low-paying, minimum wage jobs. Many of these people make just enough to cover their housing costs, but because they have jobs, they may not qualify for help from social services.
3. “For students from generational poverty to learn, a significant relationship must be present. When individuals who made it out of poverty are interviewed, virtually all cite an individual who made a significant difference for them. Not only must the relationships be present, but academic tasks need to be referenced in terms of relationships” (Payne, 1996, n.p.)
Students of poverty need to know that they can trust us and count on us before they will ever perform academically in our classrooms. I live this every day. I work hard to form bonds with my students and I let them know I love them with what they come in with. I love them for who they are, and I accept their families as well. Our school actually did a Ruby Payne poverty simulation last year with the staff, and it was very interesting to see how some of these students must feel at school. Limited resources should not equal a lesser education for a student. In our building, we know that students need to do 99% of their learning and school work in house (at school.) Because of the poverty our students deal with, we cannot be certain that they have electricity, pencils, or adequate space to do much work at home. We have to know their circumstances and accommodate these circumstances. By forming those relationships with students and their families a teacher will come to know what a child is dealing with at home. I have to say that many of my students from former years still come by my room every morning before going to their own classroom. They come for a hug, or a chat, or an encouraging word. I tell all my kindergarten students I will love them until they are old and I will always take their hugs and help them with their worries if they need it. Because of the relationships we have formed, many take me up on my offer! J
4. “Create family involvement by focusing on common ground (i.e., we love your child, you love your child, what can you tell us about your child, here’s what we – educators –have learned about your child). When the focus is on education, parents may have little or no positive experiences to connect and relate with educators” (Beegle, n.d.)
We want families to be involved and a part of their child’s education. We know that they are sending us their very best when they send us their child. We cannot ask them to be different or to be something they are not. I like to “meet families where they are.” Once we form a relationship with the parents and families, we are able to empower them and hopefully even teach them some other strategies for life to put in their tool box. We also want families to know that they are their child’s first teacher and that we value them for what they do. They should know that we believe they can contribute to their child’s education. Involving the surrounding community further connects families and schools as we partner. Giving families the opportunity to get to know each other and to network among the school population is another way to give parents a more positive view of what school is all about.
5. Teachers need to have “high clear expectations. Expect all kids to learn. Students from generational poverty report an overwhelming sense that teachers do not believe in them. [Some] teachers have told many students that kids like them did not need an education” (Beegle, n.d.)
Kids need to know that we believe they can learn! Every student can make progress and make academic gains. Is every child going to be a rocket scientist? No. Does every child have potential? Definitely. Expect that they will be a success and show them how. Students will be successful if they know how and are expected to do so.
References
Autism Society of America is a site that details information about autism spectrum Disorders (http://www.autism-society.org/site/PageServer).
Beegle, D. (n.d.) Educating students from generational poverty: Building blocks from A to Z. Retrieved from http://www.region10.org/migranteducation/documents /EducatingChildrenofPoverty.pdf
Hollingworth, L. S. (1942). Children above 180 IQ (Stanford-Binet): Origin and development. Yonkers-on-Hudson, NY: World Book Company.
Kearney, K. (1996). Highly gifted children in full inclusion classrooms. Highly Gifted Children, 12 (4). Retrieved from http://www.hollingworth.org/fullincl.html
Payne, R. (1996). Understanding and working with students and adults from poverty. Instructional Leader, 9 (2). Retrieved from http://homepages.wmich.edu/~ljohnson/Payne.pdf