Questions for Dr. Payne

Sitting down with Dr. Payne over a good cup of Starbucks (dark roast) coffee, I would ask her:

1.  What is more dangerous, generational poverty or situational poverty?  (Dangerous meaning which one has more long-term ramifications).

2.  Regarding poverty, individuals often "grow up faster" as evidence of your Ellie case study.  What are the positive and negative consequences of "growing up fast?"  Do the positive consequences outweigh the negative consequences or do the negative consequences outweigh the positive consequences?

Impact on Professional Practice

Assumptions
As a teacher in the classroom, I am guilty of making unfair assumptions/judgements of students.  Too often, I do what Payne implores teachers to reject, which is separating intelligence and ability from poverty (Payne, 2005).  For example, John (name changed) is a student in my first period social studies classroom.  John cannot afford a book bag, wears the same clothes on a regular basis, looks unkempt, and takes the RTA bus to school everyday.  When the school year began, I quickly made assumptions that John would struggle in my classroom, because he did not fit the "ideal" stereotype of a successful student in my classroom.  However, John has proven to be one of my brightest students.  John takes an interest in the class and has shown me that to be a successful teacher, I must separate intelligence and ability from poverty.

Intentionality
According to Payne, two things that help one move out of poverty are education and relationships (Payne, 2005).  The most successful classroom teachers are intentional; they seek to educate students and build relationships.  When teachers are intentional, they are purposeful in their interactions with students.  Intentionality is immensely important as teachers prepare students for end of course exams/standardized tests, and form relationships.  Regarding poverty, being intentional is the key to helping move students out of poverty.

References

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

Key Understandings

Key Understanding #1

Poverty occurs in all races and countries (Payne, 2005).  As a prospective educator, I assumed that poverty was an isolated incident that occurred more often in inner-city schools districts; however, now, as an experienced school teacher, I have learned that poverty is commonplace among students' families outside the inner-city and in rural and suburban school districts.  I selected this understanding because too often, teachers assume (myself included) that students are not prepared for class (i.e., lack of school supplies or gym clothes) because they are lazy or do not care.  In actuality (sometimes), students are not prepared for class because they cannot afford school supplies or gym clothes.  To be an effective classroom teacher, it is essential to know your students and their "story."  Students need caring teachers who reject ignorance and approach their students with knowledge of the world around them.  

Key Understanding # 2

A successful relationship happens when students are respected and emotional deposits are made more often than emotional withdrawals (Payne, 2005).  My favorite classroom teachers were individuals who took an interest in my life.  For example, during my senior year, Mr. Smith (name changed) regularly asked about my life outside of the classroom; my interest in sports, music, and family.  Mrs. Jacobs (name changed) attended band concerts and sporting events that I participated in that occurred after-school.  These individual teachers cared about my desire to learn and succeed in and out of the classroom.  To build relationships and make emotional deposits, teachers need to recognize the impact and influence of kindness and compassion.  The most successful classroom teachers understand that education as a profession is not a "9:00-5:00" job, but a career that never ceases to impact and inspire students "off the clock." 

Key Understanding #3

A lack of intelligence or ability is rarely the reason for poverty (Payne, 2005).  I have witnessed teachers in the classroom "write students off" because of their socio-economic status or condition.  It is essential for teachers in the classroom to look beyond the "smoke and mirrors" and take a vested interest in students and their potential.  Abraham Lincoln, arguably, one of U.S. history's greatest leaders was born into poverty; however, through persistence, he defied the odds of poverty as a generational thing.  Teachers can help students born into poverty become success stories if they are able to separate intelligence and ability from poverty.  

References

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