A Framework for Understanding Poverty
I read this book during my final semester at Notre Dame in my "Children and Poverty: Developmental Implications of Growing up in Poverty" class. I found it interesting then, but the only basis I had for experiencing what Payne talked about was volunteering twice a week for an after school program in South Bend. The children in that program were definitely living in poverty, but I wasn't with them as much as I am with my students now. The second time through this book, I was able to relate a lot more of what I was reading to my experiences in the classroom.
One aspect of the book that I find very important is the idea of poverty being more than just financial poverty. Most of my students qualify for free lunch and live in low-income areas, but it has been interesting for me to try to think of the other resources they do or do not have at home. Some of the children seem to have a clear support system, while others are definitely lacking this. I found this out with some of my phone calls home that I've made. Some parents care and appreciate the call, and some make you feel like you're inconveniencing them by taking your time to show care and/or concern about their child. Other children are lacking mental resources, which seems to come along with the support systems. They haven't grown up with much educational support from their parents, and it shows in their school work. On the other hand, some students seem to have most of the resources besides financial, and I think this will help them get out of poverty in the future.
There were a lot of specifics about how poverty in homes affects students/teachers/parents that I didn't take into as much consideration the first time I read this book. There were things in the book about the differences of language and how they create tensions in parent-teacher conferences that will be helpful when those roll around!
The need for relationships is something I see evidence of every day. My middle school students have already created quite a bit of drama in the past two and a half weeks, and most of it stems from them wanting to belong or being upset about something some other kid said about them. I've also noticed that some of them come talk to me and tell me their life stories because I will listen (as long as it's not during instructional time!).
One more thing I found extremely important that is an underlying theme throughout the book is not assuming the children come in with previous knowledge. The hidden rules of classes is a large factor for what children come in knowing and can often describe their actions. I grew up in an extremely different situation than these children, and it is important that I remember that, and do not assume they will have had anywhere near the same childhood I did.
This book was more helpful the second time through!
One aspect of the book that I find very important is the idea of poverty being more than just financial poverty. Most of my students qualify for free lunch and live in low-income areas, but it has been interesting for me to try to think of the other resources they do or do not have at home. Some of the children seem to have a clear support system, while others are definitely lacking this. I found this out with some of my phone calls home that I've made. Some parents care and appreciate the call, and some make you feel like you're inconveniencing them by taking your time to show care and/or concern about their child. Other children are lacking mental resources, which seems to come along with the support systems. They haven't grown up with much educational support from their parents, and it shows in their school work. On the other hand, some students seem to have most of the resources besides financial, and I think this will help them get out of poverty in the future.
There were a lot of specifics about how poverty in homes affects students/teachers/parents that I didn't take into as much consideration the first time I read this book. There were things in the book about the differences of language and how they create tensions in parent-teacher conferences that will be helpful when those roll around!
The need for relationships is something I see evidence of every day. My middle school students have already created quite a bit of drama in the past two and a half weeks, and most of it stems from them wanting to belong or being upset about something some other kid said about them. I've also noticed that some of them come talk to me and tell me their life stories because I will listen (as long as it's not during instructional time!).
One more thing I found extremely important that is an underlying theme throughout the book is not assuming the children come in with previous knowledge. The hidden rules of classes is a large factor for what children come in knowing and can often describe their actions. I grew up in an extremely different situation than these children, and it is important that I remember that, and do not assume they will have had anywhere near the same childhood I did.
This book was more helpful the second time through!
