understanding poverty

  The book that I am reviewing is A Framework for Understanding Poverty by Ruby Payne, which is an attempt to convey some of the skill sets which those in poverty possess and lack, and the reasons why the differences between those in poverty and those in the middle-class make it difficult for those in poverty to succeed in a school system in which middle-class values are perpetuated. I found the most compelling section of the book and that which I have found of most significance for those who struggle in poverty is not a lack of intelligence, but a lack of ability to convey their ideas in an acceptable way and a lack of knowledge of what is required and how to achieve goals they set. This book gives an explanation of the 5 different "registers" which are used by people to convey information and I find that many of my students lack this component of speech. However, some of my students grasp concepts unrelated to English with the same level of comprehension I would expect students in white suburbia to gain understanding, such as the atom. The atom is a concept which one cannot have a great base and foreknowledge for comprehension, as it isn't part of everyday life, unless you parents are quantum physicists. However, sentence structure and ones lexicon is developed from a very early age and it is difficult to develop it greatly at a later age when speech patterns are set. Therefore, some of my students not only don't enjoy speaking formally, but may never be able to achieve the a mastery of any level of speech besides the casual register, which will prevent them from acquiring jobs in most fields. I see this and comprehend it, and the book does give a good treatment of how this arises and the reasons for its impediments to rising out of poverty. Another aspect of poverty which I have been noticing is that many of my students wish to become doctors or lawyers, and yet have absolutely no concept of what would be required of them to achieve their goal. And they lack the ability to plan for long term goals. Without significant relationships and adults who have organizational ability, where can one expect to gain such skills. The most important suggestion posed by the book is how to set up a situation where students can create significant relationships in a school environment which may allow for them to break the cycle of generational poverty. The suggestion of a voluntary program where students would stay with the same teacher for multiple school years seems efficient to me and the arguments created for this system, such as the ability to begin with instruction immediately during the second year due to familiarity with students and teachers, would suggest to me that this is at least feasible in subjects such as English and math where a general knowledge base is sufficient for a teacher, as opposed to the sciences or historical fields.  I find myself having difficultly with doing much more than modeling the behaviors necessary for middle-class success. I still have this crazy notion I am a math teacher and a biology teacher, which is still weird because I should be a chemistry teacher, but I attempt to teach my subjects. I enjoy my subjects. I always hated study skills classes and I don't know how to bring myself to reteach all of the skills students should have acquired from k-8th grade. Most of the students who are focused know how to study and just struggle with math and biology concepts, which I can be of great aide in helping them comprehend. But teaching those students who sleep in my class and then complain they can't understand the material because they don't know how to study or some such nonsense is grade a bologna. Its not my just to teach them math and biology and what they slept through for 8 freaking years. If your parents suck and didn't motivate you and it translated to you sucking, well, thats just how it goes sometimes. But, If you aren't succeeding because your school hasn't been offering enough resources or support on the field you wish to pursue, there is where my charge is. So, I like the book overall, but find some its suggestions to teachers unrealistic.
         The part of the book which was the most fun to read was whether I have the skills to survive in each class, and the chart for what is important to each class. I grew up in what would be considered in the community I grew up in to be the ghetto, I still recall in honors history when we were learning about the ghetto, the whole class literally turned and looked directly at me at the mention of the subject. However, my mom was from an upper-middle class family with a college degree. So I find myself between classes. I feel I already comprehend much of poverty and what is important to them, as I lived in a neighborhood of relative poverty, although I must admit I didn't get out much except to play football. I also have some survival techniques available to the middle-class, but not a comprehensive list. So, this book was not only elucidating to me as a teacher of impoverished students, but as one who has lived in both the world of poverty and the middle-class. I just hope this greater comprehension of myself allows for me to be a better teacher and person, because I can speak the done language, but I am also able to put a cover on my TPS report.