Ruby Payne’s could you survive quiz can be well found in his works of this writer which provide a framework of understanding poverty. After an in depth reading and understanding of this framework, you can’t possibly ignore reflecting on his question of could you survive a walk in the shoes of a poverty stricken person?

As I undertake to give my clear perception of the book and the question, I must clearly and openly state that first and foremost the book is very ironical, therefore knowing this, I can boldly pose my perception of the quiz.  Personally, I think that it was very handsome of the female writer to include this trio quiz in her artistic works. The quiz which is specifically forwarded to each and every one of the societal classes seeks to boggle the minds of people and push them to soul search and see whether they could survive a day in the other classes, precisely the lower classes (Payne, 2009)

The writer was a former scholar and a teacher, so stepping in her shoes as a teacher at this point and trying to gauge and see the implication of asking the same question to my students; this are the responses I receive: Working in a public school open to virtually every poor student, I found almost a homogeneous answer. But the response was different from those students who hailed from economically able background or the middle class as Ruby refers. As a matter of fact, their responses were far much conflicting, those from the upper class were much more arrogant and indeed never wanted to imagine not even in their wildest dream an hour in the lower class. However Payne’s argument was not intended to bring a clash amongst the societal classes, on the contrary it aimed at achieving the exact opposite. Her principal message (Payne, Rethinking Schools) was that poverty was not just a monetary condition but rather generational culture with particular rules and values that inform people how to successfully live their lives in a particular class.

There hence for any reasonable person who takes into account all what Payne was trying to imply, it is sheer truth that the above information can be positively used. Payne, 1996 seems to claim just as the writer of the initial text that positive results can be obtained from the information by for instance explaining to the children that poverty is not just a monetary condition. They should try and make the children understand that they can indeed come out of the dungeon and become rich. Teachers who teach are predominantly from middle class as research indicates but the burden still lies with them, they should open up communication channels and make explicit the hidden rules at all societal levels. Having achieved these we can confidently claim to have positively used Payne’s information. However, trying not to teach poor students the hidden rules of the middle class and instead teaching them those of the poverty class, will make them frustrated to their bones, this will not be a positive use of the question.

According to Payne, 2009 lens helps teachers to teach poor students and acknowledges that the framework was not to be used unconditionally as if a book of faith. Also (Nieto, Culturally Responsive Teaching) moves in to state that the contribution of parents in the children learning process .is very paramount. Therefore relating all these, we must accept that they concur and they can in no way work in isolation. Children should be taught by their parents all the values whether hidden or otherwise so that they don’t in a way feel inferior. The lens also plays a great role as it guides teachers in teaching students from poor backgrounds; we can also not fail to recapture Payne’s questions which help us a great deal in understanding this whole societal concept.

The instructional implication relating to my facilitation of family or community engagement will be ensuring that teachers although from economically different backgrounds with those that they deliver to, seek to give them a helping hand and to have them understand the values in the different communal backgrounds. In my facilitation, this will ensure that children though from a very unwell background, have their minds and goals set a far, other than initially when they deemed their future lives to be just as they found themselves (Sabrina, 2002).