Questions for Dr. Payne

If I were meeting with Dr. Payne, my first question would be to comment on the effectiveness of these strategies with suburban or rural schools?

Secondly, I would ask about the impact on instruction and achievement. Does she see a difference in the overall achievement for schools that implement her strategies as a whole versus those school that only implement in parts?

Impact on Professional Practice

What 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 understandings of Payne's framework?

First and foremost, the cultural understanding of students in poverty is key in my position. In most middle class households, individuals are taught to address the male family member first. However, in certain households in which poverty is prevalent, addressing the eldest female first is appropriate. By addressing the wrong individual first, we do not make a good first impression and often times begin building walls of resistance.

Secondly, it is critical to understand the generational poverty and the manner in which it effects the students in the classroom/school. By having a clear understanding, teachers and administrators address concerns in a different way and often will look for additional interventions to help the child while he/she is in school in lieu of putting more pressure to complete tasks at home.

Thirdly, I try very hard to address students using the adult voice instead of the parent voice. The parent voice is associated with disappointment and sometimes frustration. Additionally, the students need adults that believe in them and their capabilities. By using the adult voice when talking with students will build a relationship of trust and a positive rapport that will directly and positively impact the student's achievement.

Key Understandings

As 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

1. Hidden Rules Among Classes: The text outlines the fact that most educators fall in the middle class; not only currently but most grew up in the middle class. The key to the hidden rules is to begin a basic understanding of the different classes so that educators can build a relationship with the students and understand their cultural expectations. I believe that the quizzes and charts clearly illustrate the differences among classes and how those differences affect a child's performance in school and an administrator's/teacher's response to the students. Paramount in understanding the hidden rules is to evaluate the assumptions made about the student's lives and sometimes intellectual capacity. Another interesting component is that Payne suggest that students should learn about rules of the other classes; particularly the middle class so that they are aware that another stet of rules exists. Understanding the classes is also important in forging a positive relationship of understanding with the parents in the school community.

2. Generational poverty: There are two types of poverty discussed in the chapter. Situational versus generational poverty; both are linked to classes as well. The case studies center on the fact that generational povery is more prevalent in poverty class as compared to situational. The matriarchial structure is an integral part of understanding generational poverty. This is important for school staff to know about so that they do not offend a student's families. Education may be the only way for a student to move from repeating the cycle of generational poverty. Four reasons are identified that would encourage students to leave poverty: a goal of something they want to be or have; a situation that is very painful; a positive relationship with somone outside of his/her poverty circle; or a specific talent or ability that will provide additional opportunties for him/her.

3. Disciplines: Structure and choice are identified as two anchors of any effective discipline program. Dependence versus independence are key to increasing effectiveness. Often in poverty, "discipline is about penance and forgiveness" instead of the incorporation of instruction that would allow for the change of behaviors. For students living in poverty, the behaviors they are exposed to are necessary for their survival in their lives. Those survival skills are not necessarily the same behaviors necessary for student academic success. The most important part of this section is the understanding the at school, interventions must be taught in order to effectively implement discipline protocols in the school setting. The chapter also highlights three voices: the child voice, the parent voice and the adult voice. Often times, teachers and administrators speak in the parent voice when they should be speaking in the adult voice. The adult voice represents a non-judgmental approach that increases positive responses to interventions.