Prompt #3

Prompt 3:  Questions for Dr. Payne

The first question I would ask Dr. Payne would be:  How have the lines that define the classes changed since the writing of this book?

Next, I would ask Dr. Payne:  If you were to write another revised addition of this book, what would be the most important thing you would add to your writing?

Prompt #2

Prompt 2:  Impact on Professional Practice

My interaction with students of poverty has changed since reading Payne’s framework for the first time several years ago.  One of the areas in which I focused was discipline.  I found that I needed to have a greater understanding of why my students act as they do so that I may help them do the right thing to be successful in class.  The more I knew about my students, the more capable I felt in helping them reach success.  The idea that discipline differes in the different classes was very foreign to me and I did not understand why students continued to repeat unacceptable behavior.  Through my reading I began to understand the differences and therefore could change my approach with certain students in the classroom.  Although discipline issues are not gone, I feel as though the interactions with my students are much more positive.  This positive interaction helps to build and maintain relationships that are important to student success.

As an 8^th grade mathematics teacher, I would like to explore one of the input strategies for my classroom.  Payne states “Organize space with stable systems of reference is crucial to success in math” (Payne, 1996).  Payne clearly explains the importance of cognitive strategies including concepts, skills and content.  For my students to understand the mathematics content at an 8^th grade level, they must know the concepts and have the skills for this level.  Using this input strategy, I hope to advance my students’ abilities is mathematics. 

Prompt #1

Prompt 1:  Key Understandings

During my reading of the Payne text, I gained several understandings which I would find appropriate to share with my colleagues, administrators, or parents.  The first understanding is of the definition of poverty and the role that resources play in this definition.  The definition is “the extent to which an individual does without resources.”  The resources are financial, emotional, mental, spiritual, physical, support systems, relationships/role models, and knowledge of hidden rules.   I believe having this understanding that poverty goes beyond just the financial aspects, is the first step in helping our students that are in this situation.

Another insight gained through my reading was the understanding of how discipline works in poverty.  In generational poverty, the matriarch is the dispenser of judgments.  The mother determines how much and what type of punishment and she is the one that offers forgiveness.  In this situation, when forgiveness is given, behaviors and activities often return.  I found this information very important in understanding why some of my students seem unable to alter their behavior even after experiencing the consequences for exhibiting the particular behavior.    

Next is the understanding of the importance of role models and emotional resources.  Having emotional resources opens the door for students to pursue other options and explore other possibilities in a situation.  It is discussed that emotional resources can be provided for students who have not had access to appropriate role models.  Some of the ways we can provide emotional resources for our students include support systems, discipline strategies, mentor relationships, teaching hidden rules, identifying options, increasing achievement through instruction and goal-setting.  It is important that we assist our students in gaining emotional resources since “the development of emotional resources is crucial to student success” (Payne, 1996).

Ruby K. Payne, P. (1996).  A Framework for Understanding Poverty.  Highlands, TX: aha! Process, Inc.