Even though I have been aware of poverty in my community and this country, I was naive concerning additional factors that play a vital role in poverty. I have been alarmed through the years of my teaching experience at the marked increase in the number of my students who live in low income or poverty conditions. Along with these conditions, I have also noticed several parallel factors. These factors are the plummeting attitudes regarding academic achievement and growth, the lack of future goals, and an alarming increase in the number of my eighth grade students who are parents themselves. A Framework for Understanding Poverty written by Ruby K Payne, Ph.D. has provided some insight into the affects of poverty in our communities and national schools. This insightful book has provided many clarifications that I have found useful in my instruction and in building a positive relationship with my students.

Dr. Payne has defined poverty as "the extent to which an individual does without resources." These resources include financial, emotional, mental, spiritual, physical, support systems, role models, and the knowledge of hidden social class rules. 'Financial resources' are monies that families use to purchase goods and services required for their survival. The 'emotional' aspect is the ability to rely on ones internal stamina and perseverance when responding to difficult situations. This resource is imperative for people who are climbing out of the clutches of poverty into the middle class or wealthy realm. They need a strong role model to teach them the unknown hidden social class rules and additional support during their transition. The 'mental resource' is the ability of the members of the family to read, write, and possess knowledge of finances in order to navigate through daily living. These skills and the ability to learn them are essential in order for people to become self-sufficient. Believing in a divine purpose or guidance is the author's definition of 'spirituality'. This resource gives individuals a sense of self-worth and a source of love. Possessing physical health and mobility is another valued factor. This resource also includes forms of transportation such as a car, bicycle, or public transportation, and is another ingredient to self-sufficiency. 'Support systems' include family and friends that provide support during the times of need and family tragedies. Friends are a prized possession in the culture of poverty because of their willingness to assist during times of financial stress and with childcare. In addition to this resource, is the knowledge of public agencies that likewise provide support during difficult situations. Schools are included as institutions that provide support especially for young people. The availability of adult, positive role models that create a nurturing environment for children was an additional resource. These relationships teach children how to live life emotionally positive and not in a self-destructive manner. The final resource involved in the description of poverty included the knowledge of hidden social class rules. These are the" unspoken cues and habits" of a group of people.

In addition to the previously mentioned resources or the lack thereof, Dr. Payne also documented two types of poverty. Generational poverty is applied to those who have dwelled in poverty for more than two generations. There are several descriptors of generational poverty. The underling attitude in this form of poverty is that society cannot be trusted and it owes them a living. Marriages seldom take place and as a result there are few divorces. In their stead are multiple relationships. It is common for children in one family to be born out of wedlock and to be sired by different fathers. Teens with children of their own is also the norm; however, babies are incorporated into the existing family as additional children. Care of the new arrivals is diverted to the mother or grandmother and not the teen mothers. Thus the grandparent becomes responsible for raising her children, grandchildren, and great-grandchildren as her own. Another scenario is that if parents have been jailed or have abandoned their children, grandparents again become the main caretakers of their offspring. This situation plus gangs are becoming more prevalent in impoverished societies. Gangs are growing because they are a source of support for many individuals in generaltional poverty.

The other type of poverty is situational poverty. This poverty is for a shorter period of time. Situational poverty is due to a death in the family, illness, or divorce that results in financial stress for the family. Those in situational poverty are prideful and do not accept charity. An underlining rule for women in situational poverty is the realization that they may have to use their bodies to survive. This is a source of additional funds, food, and for other necessities such as auto or home repairs.

Dr. Payne also noted several beliefs shared by those dwelling in poverty. For example, people living in poverty do not regard being jailed as negative. Jail provides a warm, clean place to sleep with three meals a day. Another belief is if you have food and extra funds, one is considered wealthy. These fundamental items are always shared with other community members in need because people in poverty regard each other as possessions. Therefore, if individuals do not share their extras, then if the occasion arises that they find themselves in need of assistance, no one in the community will reciprocate. Money management skills are non-existent because people in poverty rarely have money, and it is not something that is to be saved. It is used for survival, relationships, and entertainment. Discipline is another belief system that is characteristic in generational poverty. Mothers are the most powerful figure in generational poverty. She will often verbally chastise her children and may even beat them. However, she shows her children forgiveness for their misdeeds by providing food. This is a scenario that deals with forgiveness and penance and not with changes in behavior. This type of discipline makes it difficult when dealing with school children because educators insist on improved behavior. However, children of poverty are not expected to change repetitious misdeeds by the matriarch of the family due to the cycle of penance and forgiveness rearing.

There are several aspects to language that Dr. Payne has noted that also adds insight into understanding poverty. The use of language provides a basis of understanding students in poverty because they verbalize and write in a 'casual register'. The use of incomplete sentences, lack of specific word choices, and syntax characterize 'casual register'. Students use 'casual register' because it is the format of the spoken language in the home. Their modes of communication are to exchange social pleasantries thereby skirting the issue, and then state the main point to the conversation. Therefore, they do not speak or write their thoughts completely or concisely. Another characteristic of 'casual register' is the social acceptance of speaking simultaneously or interjecting thoughts as other conversations are taking place. Story structure is another snare that contributes to the verbal and written difficulties of children in poverty. Stories are told using a 'casual register' and they begin with the emotional highlight of the story. The surrounding audience interjects comments as the story is being told. The conclusion of the story focuses on the character's value. By comparison, 'formal register' stories have a beginning, middle, and end and the plot is the most important part of the story. According to the author, 'formal register' is expected in well paying jobs. In order for students to survive in the job world, it is important to instruct students to verbalize and write thoughts that are complete and succinct.

In addition to the aforementioned traits of poverty, students also lack the capability of being self-governing. Since gangs are an integral part of their support system, they fight to protect themselves, territory, and other members of the gang. Many students may also live in conditions where they are responsible for their own parents due to illness or physical impairments. These young people therefore become responsible for self-parenting, and parenting other siblings in the household. Due to the preceding situations, these children do not develop an internal adult voice. This voice is utilized in negotiating and analyzing situations in a non-threatening manner. In predicaments at school, children of poverty tend to defend themselves using a parental voice because they are already functioning as an adult. As a result, teachers and other adults in the school setting view them as sarcastic and disrespectful. Dr. Payne encourages instructors and other paraprofessionals to use an adult voice with children in poverty. Point out their options for possible solutions to conflicts and consequences for their choices as these guides them in the necessary steps for self-governance. She also indicates the importance of verbalizing in a non-threatening and non-judgmental manner with students.

"Low achievement is closely correlated with lack of resources, and numerous studies have documented the correlation between low socioeconomic status and low achievement." (Hodgkinson, 1995) Based on this documentation, Dr. Payne has annotated an emphasis since 1980 to improve instructional strategies in our nation's schools. The belief being that with improved instruction, learning will occur. If this is true, then why can teachers pinpoint students in their classrooms that regardless of how the information is presented, learning did not occur? The answer to this question is that according to Dr. Payne there are an increasing number of children coming from poverty that lack cognitive strategies. Cognitive strategies are the means that students use to process information. These strategies include concepts, skills, and content. Concepts are the ability of the brain to store and retrieve information. Reading, writing, use of language and math are the components of skills. Content is utilizing the skills to make sense of daily tasks, decisions, and living.

Teaching these skills begin with planning behaviors. Planning behaviors teaches students to set goals, identify the steps to accomplish the task, and the quality of the work that is expected. Controlling impulsivity is another skill that is essential to teach to students because it allows them to think through the action that is required to complete the task before beginning. It also intercepts goal setting as students can learn to do these two tasks by writing down his/her goals and the steps to accomplish the assignment. Rubrics are advantageous to setting goals as students begin to evaluate their own performance and plan ways to improve it. Therefore, students previously know the consequences for their choices and this also addresses self-governance. Dr. Payne states that there is a direct link to "impulse control and improved behavior and achievement."

Teaching students to organize information is another fundamental skill that lends to building cognitive strategies. This can be accomplished by incorporating into lessons the use of graphic organizers. Graphic organizers assist students in the process of organizing data. This strategy also teaches them to label categories of information and is beneficial when comparing and contrasting information. Students, instead of becoming overwhelmed by masses of data, are capable of focusing on specific areas of information. Linking new information to students' personal experiences expands their conceptual base. Incorporating the use of manipulatives and pictures in conjunction with the mathematical equation is also advantageous. The last skill suggested by the author is to teach students to communicate their thinking using appropriate word and sentence structure. Students from poverty need instruction to organize their written thoughts that are succinct and follow a sequential format. These strategies can be taught, and Dr. Payne encourages instructors to restructure their lessons to include them.

The foundation for promoting increased student achievement as suggested by Dr. Payne is the building of strong and supportive relationships with students. She states that "the most important part of learning seems to be related to relationships." Relationships can be built by incorporating eight attributes. These attributes are taking the time to understand the individual, keeping promises, extending kindnesses and courtesies, clarifying and maintaining high expectations, apologizing for misdeeds, using an adult voice, and being willing to negotiate.

Therefore to increase the success rate of students living in poverty, schools and instructors need to promote support systems for students and establish strong and caring relationships. In addition, it is imperative to maintain high expectations of academic achievement, insist on self-governance by incorporating appropriate discipline strategies, teach hidden social rules, and improve instruction by incorporating the instruction of cognitive strategies. It is also important to realize that even though we as instructors invest a great deal of time and energy into providing every avenue possible to create opportunities for children in poverty to learn, it is ultimately their decision to climb out of the dysfunctional culture of poverty. However, the true discrimination lies with not providing these young people the opportunity to make that significant choice that effects every aspect of their future.