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Introduction

Introduction. Understanding Poverty. Poverty is relative: Poverty occurs in all races and countries. SES is a continuous line, not a clear distinction. Generational poverty is different from situational. These statements are patterns not absolutes. Each SES level has its own hidden rules.

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Introduction

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  1. Introduction Understanding Poverty

  2. Poverty is relative: Poverty occurs in all races and countries. SES is a continuous line, not a clear distinction. Generational poverty is different from situational. These statements are patterns not absolutes. Each SES level has its own hidden rules. Schools and business follow middle class rules. We must understand the hidden rules of those in different SES for them to be successful. Teach and provide support, do not scold for their hidden rules. To move from poverty to middle class, one must give up relationships for achievement. You need education and relationships to move from poverty. Introduction: Ruby Payne

  3. Chapter 1: Resources • Financial: Money to purchase goods and services. • Emotional: Able to choose and control emotional responses. • Mental: Having mental abilities and acquired skills to deal with daily life. • Spiritual: Believing in divine purpose and guidance. (Payne, 2005)

  4. Chapter 1: Resources • Physical: Having health and mobility. • Support System: friends, family, and backup resources. • Relationships/ role models: access to those who are nurturing and not self-destructive. • Knowledge of hidden rules: knowing the unspoken cues and habits of a group. (Payne, 2005)

  5. Group Assignment: Chapter 1 • Read your groups numbered scenario. • Rate the resources. • I will share the actual rankings from the text with you. • You will discuss the differences b/w your opinions and the text.

  6. Role of Language and Story • Language consists of registers (type of language). • Discourse patterns (how one organizes information). • Story structure (how one goes about telling a story or recalling an event).

  7. Frozen: Language is always the same (e.g., Lord’s Prayer, wedding vows). Formal: Standard in work and school. Complete sentences, specific word choice. Consultative: Not quite as direct as formal and used in conversation. Casual: Language b/w friends and limited to about 400-800 words in total vocabulary. Strong use of non-verbal cues. Intimate: Language b/w lovers, family members, and sexual harassers. Registers of Language

  8. Register: Impact on Interaction • You can go down one register in a conversation w/out offense, but not two. • Most children in poverty do not use formal register at home or know how to use it. • Formal register: middle class “hidden rule.” • Writing does not use non-verbal cues, thus MUST use formal register.

  9. Getting to the point Formal: get straight to the point. Casual: go around and around to get to the point. Primary & Secondary Discourse Primary discourse: L1 Secondary discourse: L2 A student who only knows casual in L1, now has to learn casual in L2 and formal in L2. Discourse Pattern

  10. Discourse: Impact on Interaction • When parents use casual and school uses formal, there can be a disconnect. • When a child has to write a story, then casual register impacts the child as does discourse patterns. • What is the average teacher looking for out of a writing assignment?

  11. Story Structure • Formal-register starts at the beginning, goes through chronological order, and then goes to the end. The plot is the MOST IMPORTANT part of the story. • Casual-register begins with the of the story (or the part with the greatest emotional intensity). Then the story is broken into parts with audience participation in between. The MOST IMPORTANT part is characterization.

  12. Story: Formal vs. Casual plot beginning end Audience Participation Part of an Episode

  13. Class Assignment • Read the Cinderella passage in your book. • Listen and participate as I read another story in casual language. • Listen again as I read the same story in formal language. • Discuss: • Which was harder for you to do? • Which was more fun? • Do you think that you would need to be taught or practice more to do the casual language story-telling well?

  14. Group assignment: Chapter 2 • Discuss the impact of language differences in an IEP meeting with a parent from poverty. • Register • Discourse Pattern • Story Structure. • Describe how the parent and the educators feel. • What are some ways to ease any tensions?

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