Questions for Dr. Payne

Questions for Dr. PayneIf you had the opportunity to visit with Dr. Payne over coffee, what are two open-ended questions you would likely ask her regarding the framework?

　

How do you respond to questions that your findings on poverty are not backed up by verifiable data?

There have been claims that your views somehow encourage stereotyping of people in poverty. How do your views not encourage stereotyping of people in poverty?

Impact on Professional Practice

Impact on Professional PracticeWhat are some things that you will implement (or have already implemented) and/or do differently regarding your interactions with children and/or adults resulting from your understanding of Payne’s framework?One important way to implement the understanding from Payne’s framework is to develop positive relationships with students and to be a good role model. This is something that all teachers do, but it is sometimes necessary to consciously make the attempt so that you can reach out to as many students as you can. Payne states that the main reason why many students are able to make it out of poverty is because of a relationship. Teachers can make a difference in the lives of students. This is, for many teachers, the main reason why we entered the field of education. A key to successful relationships deals with making emotional deposits with students. This includes such things as keeping promises, showing respect, and being open to feedback. As a teacher, I need to be aware of these deposits and try to avoid withdraws suck as breaking promises and violating expectations. I also need to make conscious efforts to build relationships with all students, not just those who I feel may not have a positive role model in his or her life. Sometimes we may not be aware of the needs of our students, and by making the effort to build relationships with all, we may reach those who we were unaware had the need in the first place.

REFRENCES

Payne, R.K. (2005). A framework for understanding poverty. (4^th ed.) The Highlands,
TX: aha! Process, Inc.

Key Understandings

Key UnderstandingsAs a teacher leader, what are three key understandings you learned from the Payne text that you would deem appropriate for sharing with a colleague, administrator, and/or parent? Describe why these understandings were selected.

RESOURCES

Payne, R.K. (2005). A framework for understanding poverty. (4^th ed.) The Highlands,
TX: aha! Process, Inc.

A key understanding described by Payne is that "Poverty is more about other resources than it is about money" (Payne, pg. 25). Financial resources are not the only reason that people are in poverty. Resources that are often lacking for people in poverty include emotional resources, mental resources, spiritual resources, physical resources, support systems, and relationships/role models. Why this understanding was selected is because many people associate poverty with not having financial resources. It is important to understand that the other resources are just as important, or more so if a person is going to be able to escape poverty.

The second key understanding deals with the hidden rules that exist among the classes. These hidden rules include unspoken cues and habits of that particular group. Examples include people in poverty knowing how to get by without a car, the middle class knowing about how to get a loan, or the upper class knowing how to enroll their kids in a private school. Schools need to understand the culture and belief systems of their students. Schools need to be aware of these hidden rules and try to relate to their students’ understanding. If students are going to move from poverty to the middle class, it is the school’s responsibility to help students learn these hidden rules of the middle class. Payne points out, "The key point is that hidden rules govern so much of our immediate assessment of an individual and his/her capabilities"(Payne, p.44).

The final key understanding is that significant relationships can make the biggest difference in how much students lean and ensure the long-term success of students as they become adults. Payne states, "For students and adults from poverty, the primary motivation for their success will be in their relationships" (Payne, p. 112). Teachers who develop positive relationships with their students are building a support system. Support from these relationships includes such areas as goal setting, problem solving, and how to access additional resources. Teachers, through their relationship, provide students who live in poverty a support system, act as role models, and provide "…opportunities to learn, which will increase the likelihood of the person’s success" (Payne, p. 112).