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Authors: Ruby K. Payne
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of her life. The teacher can also give LaKeitha phone numbers and addresses of organizations (churches, social agencies, etc.) that can help provide some relief to her-mentally, emotionally, financially, and physically. Someone needs to spend five minutes with LaKeitha explaining how to access the adult voice, and how using that voice will help her negotiate her difficulties with authority figures and be a better caretaker of her siblings. Certainly of great importance is the acceptance and understanding of her situation by the teacher.
WHAT DOES THIS INFORMATION MEAN IN THE SCHOOL OR WORK SETTING?
19 By reorganizing the school day and schedule, and often by making minor adjustments, educators can build support systems into the school day without additional cost.
v Support systems need to include the teaching of procedural selftalk, positive self-talk, planning, goal-setting, coping strategies, appropriate relationships, options during problem-solving, access to information and know-how, and connections to additional resources.
CHAPTER 1
Discipline
n poverty, discipline is about penance and forgiveness, not necessarily change. Because love is unconditional and because the time frame is the present, the notion that discipline should be instructive and change behavior is not part of the culture in generational poverty. In matriarchal, generational poverty, the mother has the most powerful position and is, in some ways, "keeper of the soul." So she dispenses the judgments, determines the amount and price of penance, and offers forgiveness. When forgiveness is granted, behaviors and activities return to the way they were before the incident.
It is important to note that the approach to discipline advocated in this book is to teach a separate set of behaviors. Many of the behaviors that students bring to school are necessary to hep then survive outside of school. Just as students learn to use various rules, depending on the computer game they're playing, they also need to learn to use certain rules to be successful in school settings and circumstances. If students from poverty don't know how to fight physically, they are going to be in danger on the streets. But if that is their only method for resolving a problem, then they cannot be successful in school.
The culture of poverty does not provide for success in middle class because middle class to a large extent requires the self-governance of behavior. To be successful in work and in school requires self-control concerning behavior. What, then, do schools need to do to teach appropriate behavior?
STRUCTURE AND CHOICE
The two anchors of any effective discipline program that moves students to selfgovernance are structure and choice. The program must clearly delineate the expected behaviors and the probable consequences of not choosing those behaviors. The program must also emphasize that the individual always has a choice-to follow or not to follow the expected behaviors. With each choice then comes a consequence-either desirable or not desirable. Many discipline workshops use this approach and are available to schools.
When the focus is "I'll tell you what to do and when," the student is unable to move from dependence to independence, remaining at the level of dependence.
BEHAVIOR ANALYSIS
Mentally, or in writing, the educator is advised to first answer certain questions about the behavior. When these questions are answered, they lead to the strategies that will most help the student.
BEHAVIOR ANALYSIS
1. What kinds of behaviors does a child need to be successful?
2. Does the child have the resources to develop those behaviors?
3. Will it help to contact parent(s)? Are resources available through them? What resources are available through the school/district
4. How will behaviors be taught?
5. What are other choices the child could make?
6. What will help the child repeat the successful behavior?
The following chart indicates possible explanations of behaviors,
WHAT DOES THIS INFORMATION MEAN IN THE SCHOOL OR WORK SETTING?
19 By reorganizing the school day and schedule, and often by making minor adjustments, educators can build support systems into the school day without additional cost.
v Support systems need to include the teaching of procedural selftalk, positive self-talk, planning, goal-setting, coping strategies, appropriate relationships, options during problem-solving, access to information and know-how, and connections to additional resources.
CHAPTER 1
Discipline
n poverty, discipline is about penance and forgiveness, not necessarily change. Because love is unconditional and because the time frame is the present, the notion that discipline should be instructive and change behavior is not part of the culture in generational poverty. In matriarchal, generational poverty, the mother has the most powerful position and is, in some ways, "keeper of the soul." So she dispenses the judgments, determines the amount and price of penance, and offers forgiveness. When forgiveness is granted, behaviors and activities return to the way they were before the incident.
It is important to note that the approach to discipline advocated in this book is to teach a separate set of behaviors. Many of the behaviors that students bring to school are necessary to hep then survive outside of school. Just as students learn to use various rules, depending on the computer game they're playing, they also need to learn to use certain rules to be successful in school settings and circumstances. If students from poverty don't know how to fight physically, they are going to be in danger on the streets. But if that is their only method for resolving a problem, then they cannot be successful in school.
The culture of poverty does not provide for success in middle class because middle class to a large extent requires the self-governance of behavior. To be successful in work and in school requires self-control concerning behavior. What, then, do schools need to do to teach appropriate behavior?
STRUCTURE AND CHOICE
The two anchors of any effective discipline program that moves students to selfgovernance are structure and choice. The program must clearly delineate the expected behaviors and the probable consequences of not choosing those behaviors. The program must also emphasize that the individual always has a choice-to follow or not to follow the expected behaviors. With each choice then comes a consequence-either desirable or not desirable. Many discipline workshops use this approach and are available to schools.
When the focus is "I'll tell you what to do and when," the student is unable to move from dependence to independence, remaining at the level of dependence.
BEHAVIOR ANALYSIS
Mentally, or in writing, the educator is advised to first answer certain questions about the behavior. When these questions are answered, they lead to the strategies that will most help the student.
BEHAVIOR ANALYSIS
1. What kinds of behaviors does a child need to be successful?
2. Does the child have the resources to develop those behaviors?
3. Will it help to contact parent(s)? Are resources available through them? What resources are available through the school/district
4. How will behaviors be taught?
5. What are other choices the child could make?
6. What will help the child repeat the successful behavior?
The following chart indicates possible explanations of behaviors,
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