As teachers we need to be aware of the different hidden rules between poverty, middle class and wealthy. Students of poverty will bring their hidden rules into the classroom. Teachers need to teach the hidden rules of the middle class as another set of rules that that students of poverty can choose from. By knowing the hidden rules of the middle class, students of poverty can achieve success in learning and possibly eventually move from poverty to middle class. Ruby Payne was able to put the different hidden rules into perspective for me by the quizzes she provided in chapter 3. It is important for teachers to know the differences amongst these hidden rules. Knowing this will allow for student empathy and understanding. Teachers can provide the encouragement needed for student success.
Relationships are a motivator for students from poverty. As an educator if I intend for my students to learn I need to form a relationship with them or allow for a relationship to form with another type of mentor. Ruby Payne mentions on pg. 110 that students who had been in poverty and transitioned to middle class were asked how they made it out of poverty they name an individual who made the difference for them. My district has a district-wide mentoring program for students. Teachers, coaches, board members and community members are mentors to “at risk” students within the district. When I say “at risk” I am referring to those who are at risk of not graduating or going to college because of financial means or academics. Students who are missing parental figures or have discipline problems are likely to receive a mentor too. Is it coincidental that the students that I know of being involved in this mentor program are on free and reduce lunch? Most likely not. After reading this book I feel I need to encourage more of my parents and students who are from poverty to become involved in this mentoring program.
Many students growing up in poverty are acting as a parent to themselves and even to younger siblings. Acting as a parent at a young age prevents the student from experiencing the three internal voices that guide an individual; the child voice, the adult voice and the parent voice. These students lack the internal adult voice, which allows for negotiation. Teachers approach their students in a parent voice, especially when disciplining the student. This can cause anger with the student who lacks the adult voice and the student will respond back with their parent voice that sounds sarcastic and defensive. They lack the “language of negotiation” (p. 83). It is up to us as teachers to teach the language of negotiation to enable success and prevent physical aggression. I see this quite often among my middle school students. These students who lack the adult voice are very defensive and quick to react to the teacher or administration and show no respect. By teaching students to use the language of negotiation we as educators can help promote success in school and life.
The mentoring program at Kelly's school district is an inspiring idea. The volunteers in this program are to be commended as they are taking an active role in helping at-risk students. As a former at-risk student I have benefitted from role models and responded well to people who took the time to care. Hopefully the mentoring program is proving to be a successful tool. I love the fact that it is the school district taking initiative to care for its own instead of helplessfully shrugging their shoulders at what everyone agrees is a challenging situation.
ReplyDeleteOne of Kelly's key understandings is about how children from poverty respond in disciplinary situations. Payne instructs teachers to use the adult voice instead of the parent voice. I agree with this approach as it was taught to me in a basic classroom management course in college in 1988. It is timeless wisdom. I have observed, however, that there are students from every income bracket who respond inappropriately to discipline. I'm not convinced that this caused by poverty and I offer that students who respond innapropriately do so out of immaturity or rebellion. Payne is wise to advise educators to teach students to use a "separate set of behaviors" (p.77) to help them succeed in the middle class environment of school.