The document summarizes research on poverty and language barriers faced by those in poverty. It discusses four areas of research: individual behaviors, human and social capital, exploitation, and political/economic structures. It emphasizes that strong relationships are important for learning and outlines specific teacher behaviors that can help build relationships with students in poverty. The document also discusses differences in language registers between middle-class and poverty environments and how this impacts school performance.

1. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 1 Language, Behavior and Poverty: Understanding the Links and Building Resiliency Dr. Bob Bayuk

3. Human and Social Capital in the Community

4. Exploitation

6. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 4 "No significant learning occurs without a significant relationship." –Dr. James Comer

7. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 5 D EPOSITS WITHDRAWALS Seeking first to understand Seeking first to be understood Keeping promises Breaking promises Kindnesses, courtesies Unkindnesses, discourtesies Clarifying expectations Violating expectations Loyalty to the absent Disloyalty, duplicity A pologies Pride, conceit, arrogance Open to feedback Rejecting feedback Creating Relationships Adapted from The Seven Habits of Highly Effective People (1989)by Stephen Covey DEP OSITS MADE TO WITHDRAWALS MADE INDIVIDUAL IN POVERTY FROM INDIVIDUAL IN POVERTY Appreciation for humor and Put - downs or sarcasm about the entertainment provided by the humor or individual individual Acceptance of what the Insistence and demands for full individual cannot say about a explanation about a person or person or situation situation Respect for the demands and Insistence on the middle-class priorities of relationships view of relationships Using the adult voice Using the parent voice Assist ing with goal - setting Telling the individual his/her goals Identifying options related to Making judgments on the value available resources and availability of resources Understanding the importance Assigning pejorative character of personal freedom, speech, traits to the individual and individual personality

8. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 6 What can a teacher do to build relationships? TESA (Teacher Expectations & Student Achievement) identified 15 behaviors that teachers use with good students. The research study found that when teachers used these interactions with low-achieving students, their achievement made significant gains. Calls on everyone in room equitably. Provides individual help. Gives “wait” time (allows student enough time to answer). Asks questions to give student clues about answer. Asks questions that require more thought. Tells students whether their answers are right or wrong. Gives specific praise. Gives reasons for praise. Listens. Accepts feelings of student. Gets within arm’s reach of each student each day. Is courteous to students. Shows personal interest and gives compliments. Touches students (appropriately). Desists (does not call attention to every negative student behavior). Adapted from TESA (Teacher Expectations & Student Achievement),Los Angeles Department of Education

9. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 7 Resources Financial Having the money to purchase goods and services. Emotional Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices. Mental Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life. Spiritual Believing in divine purpose and guidance. Physical Having physical health and mobility. Support Systems Having friends, family, and backup resources available to access in times of need. These are external resources. Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior. Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group.

10. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 8 Questions to Ask About Resources FINANCIAL Is there $340 per month per person available? Is the issue the use of the finances versus the amount of finances? Is the approach “You owe me because I am poor”? Or is the approach “I am proud; you will never know that I am in financial need”? EMOTIONAL Is there evidence that the individual has persistence? Can the individual be alone, or does he/she always need people around him/her? Does the individual act on feelings, i.e., hit when he/she is angry? Does the individual have coping strategies for adverse situations that are not destructive to self or others? MENTAL Can the individual read, write, and compute? Can the individual plan? Can the individual problem-solve? Can the individual understand cause and effect, then identify consequence? SPIRITUAL Does the individual believe in divine guidance and assistance? Does the individual have religious affiliation—e.g., church, mosque, synagogue? PHYSICAL Can the individual take care of himself/herself without help? Does the physical body allow the person to work and to learn? SUPPORT SYSTEMS Who is available to help this individual with time, money, know-how, and advice? Is this person the main support system for the household? What connections are available for this person? What coping strategies are available in this household? How much time is available to this person to devote to school and learning? RELATIONSHIPS/ROLE MODELS Who in the household cares about this person? Who does this person care about in the household? Is there someone who cares about this individual who is not destructive to self or to others? KNOWLEDGE OF MIDDLE-CLASS HIDDEN RULES Does this individual know the hidden rules of work and school? How important are achievement and work? Will this individual give up achievement and work for relationships?

11. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 9 Registers of Language

12. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 10 Source: Meaningful Differences in the Everyday Experience of Young American Children (1995),by Betty Hart & Todd R. Risley

13. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 11 Translating from One Register to Another On the left-hand side of the page, write down phrases students say in your class that are in casual register. Then translate those phrases into formal register. Work with your table or a partner. An example is provided.

14. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 12 To survive in poverty, one must rely upon non-verbal, sensory, and reactive skills. To survive in school, one must use verbal, abstract, and proactive skills.

15. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 13 If an individual depends upon a random episodic story structure for memory patterns, lives in an unpredictable environment, and HAS NOT DEVELOPED THE ABILITY TO PLAN, then ... If an individual cannot plan, he/sheCANNOT PREDICT. If an individual cannot predict, he/she CANNOT IDENTIFY CAUSE AND EFFECT. If an individual cannot identify cause and effect, he/sheCANNOT IDENTIFY CONSEQUENCE. If an individual cannot identify consequence,he/sheCANNOT CONTROL IMPULSIVITY. If an individual cannot control impulsivity, he/she HAS AN INCLINATION TOWARD CRIMINAL BEHAVIOR.

16. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 14 Hidden Rules of Economic Class

23. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 18 Possessions POVERTY People MIDDLE CLASS Things WEALTH One-of-a-kind objects, legacies, pedigrees

24. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 19 Every behavior has a payoff.

25. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 20 Resilient Schools Autonomy Academic Efficacy Self-Determination Behavioral Self-Control Relationships Teacher-Student Relationships Peer Relationships Home-School Relationships

26. Enhancing Resiliency Problem Solving Skills

27. Coping with difficult situations

28. Assertiveness

29. Negotiation skills

30. Decision making skills

31. Social problem solving skills

32. Relaxation techniques

33. Copyright © 2005 aha! Process, Inc. www.ahaprocess.com OHT 28 Thank You! Dr. Bob Bayuk Psychologist ERC Worland, WY 307-347-2435 bbayuk@tribcsp.com