Running head: TEACHERS OF DISTANCE LEARNING

Module 8: Teacher Perspective Terry Sutton EDIT 5370 Texas Tech University

TEACHERS OF DISTANCE LEARNING Module 8: Teacher Perspective In my role as an educational consultant for aha! Process, a Ruby Payne company, one of the workshops I present on a regular basis is A Framework for Understanding Poverty. This workshop incorporates actions to educate students and is typically presented prior to the beginning of school. My proposal is to develop an online workshop to support the development of those actions in the context of a school Professional Learning Community. Workshop Introduction

This online workshop provides an in-depth perspective to facilitate understanding of class differences and actions that can be implemented in the classroom to achieve academic impact. The workshop is based on the book A Framework for Understanding Poverty by Ruby K. Payne, Ph.D. This workshop is relevant for Prekindergarten through High School faculty and staff and gives Professional Learning Community support as a follow-up for action planning and implementation after attending the Framework for Understanding Poverty workshop. Through this online workshop, teachers will

Use concrete strategies that impact the academic achievement of students from poverty Better understand how economic class affects behaviors and mindsets Develop stronger relationships of mutual respect with their students to impact behavior and achievement

Identify several key instructional strategies that meet the needs of the under-resourced learner

Understand the hidden rules of economic classes and how they apply to their classroom and school settings

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Reduce their discipline referrals through the use of adult voice and the building of relationships This workshop will be conducted over a six-week period, with an additional week at the

beginning as an introduction to poverty, and each week will focus on a specific topic per week. Facilitation of faculty and staff will include selected reading including current research, collaborative discussions through both synchronous and asynchronous sessions, and guided development of outcomes leading to action plans for supporting student achievement. Topics included in this online workshop include 1. Resources 2. Hidden rules of economic class 3. Mental models for building metacognition 4. Family structure and dynamics 5. The role of language registers, discourse patterns, and story structure 6. Relationships of mutual respect Modules will be posted using a log-in secured website, such as Blackboard, depending on the current school or district resources. The instructor will be available via SKYPE or Go to Meeting for synchronous lessons or discussion. Participants will need to have access to high speed internet, Microsoft Office for word processing and data analysis, Adobe Reader, and email. Workshop Syllabus Logistics Title Textbook and Workshop Materials A Framework for Understanding Poverty Action Planning as a Professional Learning Community 1. A Framework for Understanding Poverty: A Cognitive Approach by Ruby K. Payne, Ph.D., 5th Revised Edition 2. A Framework for Understanding Poverty: 10 Actions to Educate Students Workbook by Ruby K. Payne, Ph.D., 4th Edition

TEACHERS OF DISTANCE LEARNING 3. Additional articles provided in PDF or researched through the internet There is no specific meeting time for the majority of this workshop as the content is provided in an online, asynchronous format. If needed, synchronous communication will be offered for clarification or additional information A webpage created by the participating organization will be utilized for collaborative action planning and discussion Terry Sutton, M.Ed. TerrySutton2011@aol.com 713-263-4262 http://www.ahaprocess.com/solutions/k-12-schools/consultants/terrysutton/ Office Hours: variable, please make an appointment either by voicemail or email Emails and voicemails will be checked daily. I am also available through SKYPE or Face time. 1. Develop interventions for students based on an analysis of Resources 2. Develop an understanding of the hidden rules of economic class 3. Develop and utilize mental models for building metacognition 4. Understand family structure and dynamics and its relationship to problem solving and discipline 5. Build on the understanding of role of language registers, discourse patterns, and story structure and its relationship to metacognition and application of learning 6. Identify and incorporate strategies in the school and classroom to build relationships of mutual respect The participating school will develop a calendar for the Professional Learning Community for the completion of the Action Plan activities. If a change is needed in the schedule, please communicate with the instructor as soon as possible. Participation in collaborative activities is desirable, please make at least one posting and respond to at least two postings each week in a collegial discourse manner. Internet access is essential for this workshop, high speed internet is strongly recommended. Please create a school website for collaboration on action planning and so all workshop members and the instructor can view the posted information. Webcams will facilitate real-time communication with other members of the professional learning community as well as the workshop facilitator. Email will also allow for communication between the PLC and facilitator. o Basic software such as :

Workshop Meeting Dates, Times, and Locations

Facilitator Information

Objectives

Workshop Policies

Technology Requirements

TEACHERS OF DISTANCE LEARNING o Microsoft Office o Adobe Reader (free download from http://get.adobe.com/reader) o Windows Media Player Skills necessary for completion of this workshop include: o Composition of documents using Microsoft Office Word o Creation of PowerPoint presentations using Microsoft Office PowerPoint o Analysis of date using Microsoft Office Excel o Send and reply to email o Sending attachments via email o Capturing images using Print Screen function on a computer o Conduct internet searches o Utilize YouTube for video viewing o Participating in SKYPE

For technical assistance, please contact your district or schools IT Department. Submitting Unless otherwise communicated by the facilitator, Terry Sutton, please Completed Actions submit all completed work through your schools website with and email and Plans notification. Please list in the Subject line the title of the completed Action as follows: School District_School_Action Name.doc Workshop Design The facilitator will respond to email within 48 hours This workshop will consist of six modules scheduled by the campus for completion. Module completion will be assessed by the campus completion of the correlated Actions to Educate Students. Once completed, a CE certificate will be returned by aha! Process, Inc.

TEACHERS OF DISTANCE LEARNING Introduction The purpose of this workshop is to help educators who work with students who live in poverty to positively impact the opportunities of their students by: 1. Naming the experience of generational poverty 2. Identifying the tools and resources necessary to become educated 3. Providing interventions strategies 4. Increasing the intergenerational transfer of knowledge 5. Understanding the thinking in generational poverty (Payne, 2013) This workshop will not explain all of the causes of poverty or is examine all of the correlates of poverty, such as race, gender, unemployment, etc. This work takes a cognitive approach to economic class, particularly generational poverty. We will examine the experiences of living in poverty in relation to other economic classes and its impact on school achievement. Actions for Week 1: Objective Build an understanding of economic class as a cognitive framework Through consensus, develop a schedule for collaboration and completion of each of the following actions: o Intervention Assistance Process based on analyzing resources o School wide plan for teaching students the hidden rules of school o Instructional strategy bank of mental models for building metacognition o Community Relations Plan based on understanding of family structure and dynamics o Instructional plan for building formal register and metacognition across all subject areas o School wide and teacher plans for building relationships of mutual respect Each participant will read Introduction, pages 1-6 and Appendix D: Poverty Statistics, 175-182 in A Framework for Understanding Poverty: A Cognitive Approach, by Ruby K. Payne, Ph.D. Complete My Personal Experience with Class sent via email as a PDF attachment. Watch the video: Ruby Payne - Overcoming Obstacles of Poverty at https://www.youtube.com/watch?v=Q-hEgbyabVU As a group, discuss the following questions: 1. What are four reasons people leave poverty? 2. What examples of one or more of these points come to mind for you?

TEACHERS OF DISTANCE LEARNING 3. What factors exist in the United States that would contribute to poverty being so much higher (4 to 10 times) when a household is headed by a single female compared with a married couple? 4. What do you think the numbers would be for households headed by a single male? 5. Does it surprise you that the 2011 U.S. median income was $50,500? Is that higher or lower than you would have though and why? 6. What does it say to you that the U.S. poverty rate (all race) was the same (15%) in 2011 as it was in 1982?

TEACHERS OF DISTANCE LEARNING Module 1: Analyzing Resources For this workshop and to better understand those individuals who live in poverty, our working definition of poverty is the extent to which and individual lives without resources. For interventions for struggling students to work, they must be based on resources that the

students have available. There are nine resources available to an individual, only one of which is money. The more resources an individual has access to the more stability is found in daily life. Resources are always on a continuum, think in terms of the times you have felt like you have more month than money. Actions for Week 2: Objective Develop interventions for students based on an analysis of resources Each participant will read Chapter 1 - Resources, Reality, and Interventions: How They Impact Situated Learning, pages 7-30 in A Framework for Understanding Poverty: A Cognitive Approach, by Ruby K. Payne, Ph.D. Watch the video: Tammys Story from the PBS Documentary People Like Us o Analyze Matt and Tammys Resources Divide the participants as grade levels or subject area groups o Select a case study from Chapter 1 o Analyze the resources of the individuals in the selected case study and discuss your findings within your group o As a group, develop an intervention plan based on the resources the individuals have available, the resources the school has available, and resources that are available within your groups classrooms o Present your case study and your intervention plans to the PLC As a group, discuss the following questions: 1. What are the nine resources that play a vital role in the success of an individual? 2. Why is poverty more about other resources than it is about financial resources? 3. In what ways does the presence and/or absence of other resources impact a persons life? 4. Which resources can an educator influence the most? 5. In which case study in this chapter are the most resources found? 6. In which case study in this chapter are the fewest resources found? 7. Which case study affected most deeply and why? 8. What is your response to the assessments of resources in the case studies? 9. How did these assessments compare with yours? 10. A number of possible interventions are listed for each of the eight case studies. How practical or effective do you think these interventions might be?

TEACHERS OF DISTANCE LEARNING Module 2: Hidden Rules of Economic Class Hidden rules are part of the intergenerational transfer of knowledge and are also part of privilege. Knowing the hidden rules within a group can guarantee success in building relationships where not knowing the rules can create isolation. Hidden rules are about time, money and relationships. Actions for Week 3: Objective Develop an understanding of the hidden rules of economic class Each participant will read Chapter 3 - Hidden Rules Among Classes: How They Impact Relationships with People Different from You, pages 43-60 in A Framework for Understanding Poverty: A Cognitive Approach, by Ruby K. Payne, Ph.D. Watch the videos: o Ruby Payne Hidden Rules of Time and Money https://www.youtube.com/watch?v=b0WHShsSBjc o Rita Pierson My Mamma Said https://www.youtube.com/watch?v=bndCdOeMO3Y Complete self-exams on hidden rules of economic class on pages 46-52 Divide the participants as grade levels or subject area groups o Identify ways to communicate skills and reward compliance o Identify ways to incorporate these social skills within the classroom policies and procedures o Develop a plan to communicate these skills with parents and the community o Present your groups plan to the PLC As a PLC, come to a consensus on a school wide plan to teach hidden rules of school As a group, discuss the following questions: 1. What are hidden rules and why is understanding them important for individuals in all classes? 2. Did the three mental models ring true for you in terms of time priorities? Why or why not? 3. What are some of your most memorable aha! moments as you took the quizzes? 4. What are some of the hidden rules for each class surrounding money, language, possessions, food, and education? 5. What are some of the biggest challenges in getting out of poverty? 6. Why should students be taught the hidden rules of middle class? 7. What was the most eye-opening to you about the 10 additional hidden rules of wealth and why? 8. What reaction or reactions usually occur when a hidden rule is broken? 9. Why will and understanding of the culture and values of poverty lesson the frustration that educators periodically feel when working with students and families from poverty?

TEACHERS OF DISTANCE LEARNING Module 3: Instruction and Improving Achievement

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Teaching is outside of the head, learning is inside the head. Teachers of children who live in poverty must understand that economy is not a predictor of intelligence. Students come to you with a brain (the hardware), a mind is mediated (the software). As educators, we must find pathways into our students heads to help mediate their minds and build structures to organize and store information then retrieve it as useful knowledge. Actions for Week 4: Objective Develop and utilize mental models for building metacognition Each participant will read Chapter 9 - Instruction and Improving Achievement: How to live in the Abstract Representational World of School and Work, pages 119-140 in A Framework for Understanding Poverty: A Cognitive Approach, by Ruby K. Payne, Ph.D. Watch the videos: o Ruby Payne Mental Models (sent via email) o Ruby Payne Question Making (sent via email) Divide the participants as grade levels or subject area groups o Identify ways to incorporate ways to control impulsivity o Identify ways to build the missing cognitive strategies found on page 123 through mediating input strategies found on pages 125-127 o Identify concepts or skills that are difficult in your grade or subject area using your recent state assessment data o Brainstorm in your group and share ideas for mental models to build understanding As a PLC, come to a consensus on a school wide plan to mediate missing cognitive strategies and to share and articulate mental models across grade levels and subject areas As a group, discuss the following questions: 1. What kind of information is generally tested on IQ tests and why is this important to know? 2. What is mediation and why is it so essential when working with children from poverty00? 3. What tens to happen both short term and long term if an individual cannot plan? 4. Why should instruction in cognitive strategies be part of the curriculum? 5. Why is it important for students and workers to understand abstract representational systems? 6. Which of the eight key instructional issues do you think include the most helpful information for dealing with the students from poverty in your classroom?

TEACHERS OF DISTANCE LEARNING Module 4: Family Structure and Dynamics

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Regardless of what class one lives in as an adult, they bring to the setting the hidden rules of the class in which they grew up. The home setting is outside the control of the school setting and is critical as a component of understanding what is going on in a students head while in school. Many of our families are caught in the tyranny of the moment which shapes the cognitive framework in which they deal with problems and their personal environments. Actions for Week 5: Objective Understand family structure and dynamics and its relationship to problem solving and discipline Each participant will read the following chapters in A Framework for Understanding Poverty: A Cognitive Approach, by Ruby K. Payne, Ph.D. o Chapter 4 The Situated Learning Reality of Generational Poverty: How It Impacts Navigation of Ones Life, pages 61-80 o Chapter 5 Role Models and Emotional Resources: How They Provide for Stability and Success, pages 81-87 o Chapter 6 Support Systems and Parents: How They Impact the Ability to Do Homework and to Navigate School and Work, pages 89-100 As a group, discuss the following questions: Chapter 4 1. What are the main differences between generational poverty and situational poverty? 2. Regarding the listing early in Chapter 4, what do you consider the most difficult aspects of generational poverty for the person caught in this life and why? 3. What characteristics of generational poverty are present in the Walter case study? 4. What makes understanding and dealing with generational poverty so challenging, especially for middle-class people and why> 5. What makes the family patterns in generational poverty different from the middle class? 6. What emotions were evoked in you from reading Sandys story and why? 7. Why is the culture of poverty so often matriarchal (the mother is invariably at the center)? 8. Why is education the key to getting out of, and staying out of, generational poverty? Chapter 5 1. What are the differences between functional and dysfunctional systems? 2. Why would emotional resources have great importance in school and at work? 3. Why must one trade off relationships for achievement at least for a period of time when moving from one economic class up to the next? 4. How do you specifically help provide emotional resources when a student has not had access to appropriate role models? 5. Explain why positive self-talk is a key factor in developing and maintaining strong emotional resources.

TEACHERS OF DISTANCE LEARNING 6. Why are boundaries important in healthy relationships? 7. What is the greatest free resource available to schools and why? Chapter 6 1. What are support systems? 2. In the Lakeitha case study, what types of steps would be beneficial for her and other students in similar circumstances to enhance their chances for success? 3. Discuss the nine support systems that schools and other organizations can use to help students. Are there others not listed? 4. Why is it important to recognize the role of grief as students and their families cope with the effects of the long-term recession in the United States? 5. What dos the insight of Greenspan and Benderly that all learning is double-coded, both cognitively and emotionally mean to you? 6. To what extent do you agree or disagree with Lareaus comparative analysis of parenting styles in middle-class versus working class and poor households?

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TEACHERS OF DISTANCE LEARNING Module 5: Language and Story Students who come from poverty do not hear formal register in their homes. Second

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language learners who are English Language Learners do not speak formal register in their home language unless their family is middle class or in wealth. How can we bridge the ability to read, write, and speak in formal register for our students? Actions for Week 6: Objective Build on the understanding of role of language registers, discourse patterns, and story structure and its relationship to metacognition and application of learning Each participant will read the following chapter in A Framework for Understanding Poverty: A Cognitive Approach, by Ruby K. Payne, Ph.D. o Chapter 2 Language and Story: How They Impact Thinking, School, and Work, pages 31-41 Watch the videos: o Rita Pierson What Happened to Jack? (sent via email) Divide the participants as grade levels or subject area groups and discuss o Ways to direct teach formal register and discourse patterns o Ways to use both story structures as part of classroom instruction o How to incorporate instruction in the appropriate register for discipline infractions that occur when a student uses the inappropriate register o How to communicate how much formal register affects the individuals ability to get a well-paying job. As a PLC, come to a consensus on a school wide plan to build formal register and vocabulary. As a group, discuss the following questions: 1. What are the five registers of language and which one has to be direct-taught in order to be successful in school and the workplace? 2. Which register do most students from poverty not have and what areas of their lives are most influenced by the absence of this register? 3. What did you find the most striking about the Hart/Risley study of early language acquisition by young children in various classes and why? 4. What usually has to be present in order for the acquisition of language to occur and why does this present a problem at times? 5. What are the differences between casual and formal story structure? 6. Related to both the Hart/Risley study and Specificity of Vocabulary, why is a good vocabulary an important contributing factor to success in school and in other settings?

TEACHERS OF DISTANCE LEARNING Module 6: Building Relationships of Mutual Respect No significant learning occurs without a relationship of mutual respect built on high expectations, support, and insistence. Think back on those teachers who made a difference in your life. Were they easy and let you breeze by in their class or did they communicate high

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expectations? Was their walk one that garnered respect from the school community? Were they there if you had difficulty in their class? Actions for Week 7: Objective Identify and incorporate strategies in the school and classroom to build relationships of mutual respect Each participant will read the following chapters in A Framework for Understanding Poverty: A Cognitive Approach, by Ruby K. Payne, Ph.D. o Chapter 7 Creating Relationships: How and Why One is Motivated to Learn and Change, pages 101-106 o Chapter 8 discipline: How to Manage Personal Behavior So One can Win in a Given Environment, pages 107-118 Watch the videos: o Rita Pierson Every Kid Needs a Champion https://www.youtube.com/watch?v=SFnMTHhKdkw o Ruby Payne Three Voices: A Demonstration https://www.youtube.com/watch?v=eP277GsZDxs o Teaching Tips - Win-Win Conversations (cell phone) https://www.youtube.com/watch?v=jwSZ3XYUZME Divide the participants as grade levels or subject area groups and discuss o Ways to create and build relationships. o Ways to help students build two sets of behaviors one for home and one for school o How to teach students to use the adult voice o How to build in structure and choice as part of an approach to discipline As a PLC, come to a consensus on a school wide discipline plan as a form of instruction and building relationships As a group, discuss the following questions: Chapter 7 1. What is the key to achievement for students from poverty and why? 2. How does a formal institution create relationships? 3. What is the first step in creating relationships with students and adults? 4. Reflect on the concept of deposits and withdrawals with regard to students from poverty. As you relate to individuals in poverty, do you find yourself more on the left side or the right side of the chart and why do you think you gravitate in the direction you do?

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Chapter 8 1. How does the description of the penance-forgiveness cycle in poverty compare with your understanding of effective discipline? 2. The two anchors of any effective discipline program that moves students to selfgovernance are structure and choice. Why are these considered anchors? 3. This chapter describes certain behaviors that are related to poverty. Name some of the key interventions for these behaviors. Which interventions do you thing are the most effective and why? 4. What do you consider the most effective part of the Participation of the Student exercise and why? 5. What are the three internal voices that guide and individual, and what are the characteristics and functions of each? 6. Why should students be taught to use the adult voice? 7. What is a metaphor story and why can it often be effective? 8. What is the most important benefit of reframing and why? 9. Why do students need to have at least two sets of rules/behaviors from which to choose one for home and the street and one for school and work settings? 10. Do you agree that discipline should be seen and used as a form of instruction? Why or why not?

TEACHERS OF DISTANCE LEARNING References

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Payne, R. (2013). A Framework for Understanding Poverty: A Cognitive Approach. Highlands, TX: aha! Process, Inc. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance. Boston, MA: Pearson.