June 30th, 2006


Ruby Payne thoughts

Ruby Payne
thoughts on Poverty

The "Hidden Rules" section in this is really interesting. It brings up the
differences and ideals between classes. Something I've brought up many times
recently is on there.

Food. I buy "expensive" "Publix" food. I will not go to Wal-Mart to buy
food, even though it's cheaper. Why? Because the Publix food tastes better
to me. Because I trust Publix. Because it seems to go bad not as fast.
Because... I'm a food snob, apparently. Not to say that I won't very
occasionally shop somewhere else in a bind, when Publix is closed, but
generally it's my store of choice. This is because I like "quality" -- a
middle class value-- even though i am currently in situational poverty. I
spend my food stamps on $3 bread, 100% juice, pre-made sushi, and fresh
fruits and vegetables.

If you read the document, you'll see in the 'Hidden Rules' what each of the
classes eat-- the three classes being "generational poverty," "middle
class," and "wealth." Like I said, I prefer quality in my food. The
generationally impoverished tends to go for quantity-- they want food
to fill them up, and want as much food as they can get for as little as they
can get it for, and the wealthy go for presentation-- they want their
food to look nice. They also go for quality, but on top of that, it has to
be presented nicely, with sprigs of parsley or carrots shaped as butterflies
or whatever.

Anyway, it's really interesting, no matter what "class" you belong to, or
where you work. Of course, it's particularly interesting to me, because I
work with those in generational poverty, and am currently in situational

picture post

Friday tutoring time again

Katlyn is very frustrating. We have been working on the same sentence for over half an hour. Twenty one words, and no matter how many times we read it together or talk about the words and the letters in them, she doesn't remember by the next time we read the sentence.

Once there was a woman who loved her dog so much that she could hardly bear to be away from her.

We've broken it up into lines, and she still can't master it. I can't help this girl.

Now we're working on something else. Put in the word that fits the best.

The ___ play ball. (boy, boys)
I see ________ (bag, bags)

Nope, she's looking at the second sentence and reading "the girl at the store" -- just making it up, out of nowhere.

She also cannot physically put a "d" at the end of a word. "Loved," "end," and "kind" become "love," "en," and "kine." We worked for ten minutes just trying to practice saying "d" and then saying "d" at the end of words. No dice.