I've been doing research on behaviors of children in poverty and how teachers can communicate with the children appropriately. In June, I'll be taking a class based on Ruby Payne's book, A Framework for Understanding Poverty. I'm really excited about taking this class! I really have a heart for my students who are living in poverty. I want to understand them better so I can empathize and build even stronger relationships with them. Plus, I need to understand what their behaviors mean when I have to correct their behavior. So, here are some things I've learned:
1) When a student laughs when disciplined, they are saving face in matriarchal poverty. Teachers need to understand the behavior and tell the student 3 or 4 other behaviors that would be more appropriate.
2) When a student argues loudly with the teacher it is because poverty is participatory. The culture of poverty distrusts authority and sees the system as dishonest and unfair. The teacher should not argue with the student. Instead, the teacher should use a 4 part sheet (think sheet) and have the student write answers to the questions. The teacher should model respect for the student.
3) When a student gives an angry response it is based on fear. The teacher should question what the fear is, loss of face in front of peers, not doing well on an assignment, etc? The teacher should respond in adult voice (negotiation, allowing issues to be examined in a non-threatening way). When the student cools down, the teacher should discuss other responses they could have used.
4) When a student uses inappropriate comments or vulgar comments it is because of a reliance on casual register (casual talking/family talk/peer talk). The student may not know formal register (how to communicate in a school or work setting). Have the student generate (or teach the student other) phrases that could be used to say the same thing.
5) When a student physically fights it is because he/she knows that is a necessity to survive poverty, and kids only know the language of survival. They do not have the language or belief system to use conflict resolution skills. They see themselves as less than a man or a woman if they do not fight. The teacher should stress that fighting is unacceptable at school, and examine other options that student can live with at school rather than fighting. One option might be not to settle business at school...
6) If the student always puts his/her hands on someone else, it is because poverty has a heavy reliance on non-verbal data and touch. Allow the student to draw or doodle. Have the student hold his/her hands behind their backs when in line or standing. Give them as much to do with his/her hands as is possible in a constructive way.
7) If the child cannot follow directions it is because there is little procedural memory is used in poverty. Sequencing is not used or valued. The teacher should write the steps on the board, and have the student write the steps needed to finish the task at the top of the paper. Have the student practice procedural self-talk.
8) If the child is extremely disorganized it may be because of lack of planning, scheduling, or prioritizing skills is not taught in poverty. He/she might not have a place at home to put things so that they can be found. The teacher should teach simple, color coded, method of organization in the classroom. Use the five finger method for memory at the end of the day. Have each student give a plan for organization.
9) When a student only complete part of a task it is because he/she does not have procedural self talk. Children in poverty do not see the whole task. The teacher should write all the parts of a task on the board, and require each student to check off each part of a task as it is completed.
10) When a student is disrespectful to the teacher it is because those in poverty have a lack of respect for authority and the system; they do not know any adults worthy of respect. The teacher should tell the student that disrespect is not a choice. Identify for students the correct voice and tone and word choices that are acceptable. This allows the student to practice.
11) When a student harms other students physically or verbally, this may be a way of life, probably a way to buy space or distance. It may have become a habitual response, because poverty tends to address issues in the negative. The teacher should tell the student that aggression is not a choice. Have students generate other options that are appropriate choices at school. Give students phrases that can be used instead of the one(s) used.
12. If a student cheats or steals it could be indicative of a weak support system or weak role models/emotional resources. It may also indicate extreme financial need or little instruction/guidance during the formative years. The teacher should use a metaphor story to find the reason or need behind the cheating or stealing. Address the reason or need. Emphasize that the behavior is illegal and not an option at school.
13. If a student talks incessantly, it is because poverty is very participatory. The teacher should have students write all questions and responses on a note card two days a week. Tell the student that he/she is allowed 5 comments a day. The teacher should build participatory activities into the lesson.
Later, I'll be posting different posts about the difference between adult talk and parent talk and some worksheets/strategies for the students to use.
:)
I hope this helps!
