Learning in the Delta: A New Teacher's Adventures

Friday, September 15, 2006

Poverty Framework Response

The focus in schools should be on learning.

The above statement is made on page 108 in Ruby Payne’s, A Framework for Understanding Poverty. While I absolutely agree with this statement and believe that it is vital for ANY teacher to agree with this statement – after reading Dr. Payne’s book and teaching for 6 weeks in the delta, I have to say, after reading such a statement, “Ok, sure…but, learning what?”
In the Framework for Understanding Poverty, Dr. Payne’s claims that there are a certain number of things we should be focused on giving to students, as teachers. These things include, though are not limited to, discipline, formal register, an intro to “Hidden Rules” of other classes, Instruction in Cognitive Strategies, a healthy relationship, a good role model, etc. In theory, yes – I agree and am striving to offer all of these. But, as a first year teacher in the Delta… HELP ME!
Where do I begin? They say it all starts with classroom management. Yes and No. True, it was the absolute first and necessary element for me to establish with my classroom. However, as the year goes on, classroom management is something that seems to get better as I begin to establish a better relationship with these kids. Ms. Paynes mentions relationships towards the end, as well as saying early on that for most people living with poverty, your possessions are other people – a claim that seemed to be very clearly demonstrated by the student surveys we all gave the first week. If this is true, then it comes as no surprise that I should have an easier time dealing with classroom management as my time in the classroom and with the children develops. I’m still confused as to what my relationship with the child should be, though. Of course, I want to be a good role model – someone who graduated from college, is concerned with education, respects others, and does not deal with problems using violence or anger (although with some of these kids, violence and anger….hmm….). Being a positive role model doesn’t seem to be enough after reading this book, though. They need a friend, a parent – someone to take on the adult role and let them be kids. It was awful to read about children and identify certain children in my own classroom, who have to grow up too quickly. Is that my job, though? Am I supposed to act as role model, guardian, older sister, friend, etc? Where does a teacher cross the line? I want to help out. I want to give every kid what they’re missing. I want to teach them. I want them to have opportunities. I want to give them hugs. I want to make sure they’re not eating all the crap I see them eat in the cafeteria and hallways. So many things that I want for these kids – and how much is it appropriate for me to follow through on?
I guess, in a small way, I can follow through on all of these things by simply being that positive model of good behavior, morals, and respect. I am also in EXTREMELY strong agreement with Ms. Payne on one other point that she made on page 108: Instruction in the cognitive strategies should be a part of the curriculum.
In fact, I’ll add to this by saying that cognitive strategies should be a part of EVERYTHING!!! My biggest goal (which may not be realized for a long, long time) is to help these students learn to think– not for the classroom, certainly not for the ridiculous state test, but, they absolutely MUST learn to think for themselves. If nothing else, this is what I want for every single child.