What can schools do to address casual register, discourse patterns and story structure and what are you doing in you classroom to bridge that gap. Read and respond to one other blogger.
Tuesday, September 30, 2008
Chapter 2 The Role of Language and Story
What can schools do to address casual register, discourse patterns and story structure and what are you doing in you classroom to bridge that gap. Read and respond to one other blogger.
Saturday, September 20, 2008
Relating poverty to the classroom
Educators have tremendous opportunities to influence some of the non-financial resources that make such a difference in students' lives. After reading the scenarios in chapter 1, think about which scenario reminds you of a current or former student in your classroom. Tell us about him/her and describe how you made a difference in this child's life or did you?
After you post, please respond to at least two other comments.
Nicole Dodson
Reading Coach
(It's me...I am posting with McBride's account! Ha Ha)
After you post, please respond to at least two other comments.
Nicole Dodson
Reading Coach
(It's me...I am posting with McBride's account! Ha Ha)
Sunday, September 14, 2008
Scenario #1 John and Adele
After reading Chapter 1, let's discuss Scenario #1 Page 10 and 11.
Identify the resources available to the child, John, and those to his mother, Adele.
Identify the resources available to the child, John, and those to his mother, Adele.
Friday, September 12, 2008
ITRODUCTION OF AUTHOR & BOOK
A Framework for Understanding Poverty strives to be an inspection of the social and economic class structure of the United States and seeks to provide those living in middle class and wealth with a better understanding of the challenges that face those living in poverty. It is a self proclaimed "must read for educators, employers, policy makers, and service providers." The goal of the book is to provide the reader with "practical, real-world support and guidance to improve your effectiveness in working with people from all socioeconomic backgrounds."
The author of the book, Ruby K. Payne, Ph.D., received her B.A. from Goshen (IN) College. She earned a master's degree from Western Michigan University and her doctorate from Loyola (IL) University. She has been in the field of education since 1972 and has been a teacher, principal, consultant, and administrator. Ruby Payne founded the company aha! Process in 1994 which works with various organizations (schools, churches, social service groups, etc.) to promote the understanding of the effects of poverty on our children and communities. She spreads this message by speaking to approximately 200 groups a year. aha! Process also publishes Dr. Payne's books, including A Framework for Understanding Poverty.
Important Definitions and Terms
Poverty - the extent to which an individual does without resources (p.7)
Generational Poverty - having been in poverty for at least two generations (p. 47)
Situational Poverty - a lack of resources due to a particular event (death, chronic illness, divorce, etc.)(p. 47)
Resources (p. 7)
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.
Four Reasons People Leave Poverty (p. 61)
1.) A goal or vision of something they want to be or have.
2.) A situation that is so painful that anything would be better.
3.) Someone "sponsors" them (i.e., an educator or spouse or mentor
a. or role model who shows them a different way or
b. convinces them that they could live differently).
4.) A specific talent or ability that provides an opportunity for
them.
Given the above definition and information, can you identify some of these characteristic in your classroom. (Please post comments to blog)
The author of the book, Ruby K. Payne, Ph.D., received her B.A. from Goshen (IN) College. She earned a master's degree from Western Michigan University and her doctorate from Loyola (IL) University. She has been in the field of education since 1972 and has been a teacher, principal, consultant, and administrator. Ruby Payne founded the company aha! Process in 1994 which works with various organizations (schools, churches, social service groups, etc.) to promote the understanding of the effects of poverty on our children and communities. She spreads this message by speaking to approximately 200 groups a year. aha! Process also publishes Dr. Payne's books, including A Framework for Understanding Poverty.
Important Definitions and Terms
Poverty - the extent to which an individual does without resources (p.7)
Generational Poverty - having been in poverty for at least two generations (p. 47)
Situational Poverty - a lack of resources due to a particular event (death, chronic illness, divorce, etc.)(p. 47)
Resources (p. 7)
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.
Four Reasons People Leave Poverty (p. 61)
1.) A goal or vision of something they want to be or have.
2.) A situation that is so painful that anything would be better.
3.) Someone "sponsors" them (i.e., an educator or spouse or mentor
a. or role model who shows them a different way or
b. convinces them that they could live differently).
4.) A specific talent or ability that provides an opportunity for
them.
Given the above definition and information, can you identify some of these characteristic in your classroom. (Please post comments to blog)
Wednesday, September 10, 2008
Hello
Hello everyone, I hope everyone is looking forward to participating in this book study, I know I am. Our first blog is very simple, we will blog about ourselves. I know we all work together and we all know each other, so as an ice breaker, everyone must tell a goal you would like to achieve in the next year or two or the next week or two.(It does not have to a big thing. Just something you want to complete or accomplish).
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