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Ch. 9: Creating Relationships A Framework for Understanding Poverty

Ch. 9: Creating Relationships A Framework for Understanding Poverty. Abney Elementary. Why do people leave poverty?. Four Reasons People Leave Poverty (p. 61) 1.) A goal or vision of something they want to be or have. 2.) A situation that is so painful that anything would be better.

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Ch. 9: Creating Relationships A Framework for Understanding Poverty

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  1. Ch. 9: Creating RelationshipsA Framework for Understanding Poverty Abney Elementary

  2. Why do people leave poverty? • Four Reasons People Leave Poverty (p. 61) • 1.) A goal or vision of something they want to be or have. 2.) A situation that is so painful that anything would be better. 3.) Someone "sponsors" them (i.e., an educator or spouse or mentor or role model who shows them a different way or convinces them that they could live differently). 4.) A specific talent or ability that provides an opportunity for them.

  3. HONORING STUDENTS = ENHANCED LEARNING • Dr. Payne states that "to honor students as a human being worthy of respect and care is to establish a relationship that will provide for enhanced learning" (p. 111).

  4. Honoring students • “ A successful relationship occurs when emotional deposits are made to the student, emotional withdrawals are avoided, and students are respected.”

  5. Deposits • Seek first to understand. • Keeping promises • Kindnesses, courtesies • Clarifying expectations • Loyalty to the absent • Apologies • Open to feedback

  6. Deposits Appreciation for humor and entertainment provided by the individual. Acceptance of what the individual cannot say about a person or situation Respect for the demands and priorities of relationships. Using the adult voice Assisting with goal setting Identify options related to available resources Understand the importance of personal freedom, speech, and individual personality. Withdrawals Put downs or sarcasm about the humor of the individual. Insistence and demands for full explanation about a person or situation Insistence on the middle class view of the relationships. Using the parent voice Telling the individual his/ her goals. Making judgments on the value and availability of resources Assigning pejorative character traits to the individual

  7. Conclusion • “For students and adults from poverty, the primary motivation for their success will be in their relationships.” • Develop relationships by asking for student opinion of work. Check for student engagement.

  8. Why should you check for engagement? • Students can do quality work when they have a clear understanding and are excited about their finished product.

  9. Levels of Engagement • The Bear Necessities • Positive Paws

  10. Quick Solutions for checking engagement:

  11. Is our school a welcoming place to learn and grow?

  12. Resources • http://wik.ed.uiuc.edu/index.php/Framework_for_Understanding_Poverty,_A • A Framework for Understanding Poverty: Ruby K. Payne, Phd.

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