Key Understandings

There are five key understandings I took from the reading.
The first is Dr. Payne’s definition of poverty as a lack of one or more resources. These resources include financial (common, and causes other forms of poverty), emotional, spiritual, mental, support systems, role models, and knowledge of hidden social class rules. I think this definition is important for teachers because it causes us to recognize that many resources, be they tangible or not, affect the daily lives, attitudes, and realities of our students. It is my belief that we cannot truly reach our students on a personal, let alone educational level without first understanding where they come from and what resources they do and do not have.

The second key point is differentiating between generational and situational poverty and the “side effects” each one has. Generational poverty applies to any and all people who have lived in poverty for two or more generations. People who live in this type of poverty often feel like the rest of the world “owes” them something. I think this is probably the biggest cause of disdain and unwillingness to provide aid from those not suffering. I can’t speak for others, but I will say that it is hard to give to those unwilling to help themselves. And I have found that at times, it is almost impossible to distinguish between those who are trying to improve their circumstance and those who are not. Situational poverty is a result of some situation (death in the family, or loss of a job for example). People who suffer from this type of poverty often will not accept help from others because they view it as a form of charity. I think it is important for teachers to determine which type of poverty is afflicting their students because I believe that attitude is everything and they only way to understand their attitude is to understand why it is there to begin with.

The third point Dr. Payne makes that I find important is the way children in poverty communicate, through “casual register”. Their oral and written communication will lack complete thoughts and sentences and will often be unorganized. I think sometimes we have to treat these students like ESL students and go way back to basics if we want to help them improve their communication skills.

Dr. Payne lists two things that teachers to can do to help their students living in poverty. The first is to encourage the development and maintenance of healthy support groups (NOT gangs). The second is to establish strong, caring relationships. I interpreted this as the relationship between the student and the teacher. It is imperative for all students to know that someone loves them, cares about them, and wants only what is best for them. This is important because many children living in poverty (as well as those who do not) do not get this from the home.

The final understanding, and perhaps the most important one, is that as teachers we can (and do) exhaust all avenues of reaching and aiding our students personal and academic growth, but climbing out of poverty is a CHOICE. It is an attitude that only the individual can make. We cannot make that choice for anyone except ourselves. And while it may be heartbreaking to watch, we have to remember that we can only do so much. Some things our students have to do for themselves.