Shadowing Practice: Every kid needs a champion_ Rita Pierson (TED TALKS) - Learn English Speaking with Video
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I have spent my entire life
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either at the schoolhouse on the way to the schoolhouse are talking about what happens in the schoolhouse.
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Both my parents were educators.
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My maternal grandparents were educators.
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And for the past 40 years, I've done the same thing.
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And so needless to say, over those years, I've had a chance to look at education reform from a lot of perspectives.
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Some of those reforms have been good.
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Some of them have been not so good.
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And we know why kids drop out.
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We know why kids don't learn.
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It's either poverty low attendance negative peer influences, we know why.
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But one of the things that we never discuss or we rarely discuss is the value and importance of human connection.
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Relationships.
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James Comer says that no significant learning can occur without a significant relationship.
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George Washington Carver says all learning is understanding.
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relationships.
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Everyone in this room has been affected by a teacher or an adult.
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For years, I have watched people teach, I have looked at the best and I've looked at some of the worst.
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A colleague said to me one time, they don't pay me to like the kids.
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They pay me to teach a lesson.
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The kid should learn it.
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I should teach it.
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They should learn it case closed.
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Well, I said to her,
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You know kids don't learn from people they don't like.
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She said, "That's just a bunch of hooey." And I said to her, "Well, your gear is gonna be long and arduous,
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dear." Needless to say, it was.
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Some people think that you can either Have it in you to build a relationship or you don't
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I think Stephen Covey had the right idea.
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He said you ought to just throw in a few simple things.
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Like seeking first to understand as opposed to being understood.
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Simple things like apologizing.
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You ever thought about that?
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Tell a kid you're sorry, they're in shock.
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I taught a lesson once on ratios.
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I'm not real good with math, but I was working on it.
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And I got back and looked at that teacher edition.
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I taught the whole lesson wrong.
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So I came back to class the next day and I said, look guys, I need to apologize.
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I taught the whole lesson wrong.
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I'm so sorry.
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I said, "That's okay, Ms. Pearson.
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You were so excited.
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We just let you go." I have had classes that were so low so academically deficient that I cried.
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I wondered how am I going to take this group in nine months
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from where they are to where they need to be.
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And it was difficult.
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It was awfully hard.
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How do I raise the self -esteem of a child and his academic achievement at the same time?
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One year I came up with a bright idea.
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I told all my students, You were chosen.
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to be in my class.
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Because I am the best teacher and you are the best students, they put us all together so we could show everybody else how to do it.
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One of the students said, "Really?" I said, "Really?" We have to show the other classes how to do it.
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So when we walk down the hall, People will notice us, so you can't make noise.
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You just have to strut.
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And I gave them a saying to say, "I am somebody.
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I was somebody when I came.
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I'll be a better somebody when I leave.
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I am powerful and I am strong.
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I deserve the education that I get here.
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I have things to do, people to impress and places to go." And I said, yeah!
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You say it long enough,
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it starts to be a part of you. And so...
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I gave a quiz.
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20 questions.
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Student missed 18.
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I put a plus two on his paper and a big smiley face. Is this an F?
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I said, "Yes." He said, "Then why'd you put a smiley face?" I said, "Because you on the road." You got two right.
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You didn't miss them all.
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I said, "And when we review this, won't you do better?" He said, "Yes, ma 'am, I can do better.
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You see, minus 18 sucks all the life out of you.
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Plus two said, "I ain't all bad." For about four years,
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I watched my mother "Take the time at recess to review." Go on home visits in the afternoon.
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Buy combs and brushes and peanut butter
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and crackers to put in a desk drawer for kids
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that needed to eat and a washcloth and some soap for the kids who didn't smell so good.
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See, it's hard to teach kids who stink.
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And kids can be cruel.
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And so she kept those things in her desk and Years later after she retired, I watched some of those same kids come through and say to her,
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"You know, Miss Walker, you made a difference in my life." You made it work for me.
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You made me feel like I was somebody when I knew I At the bottom, I wasn't.
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I want you to just see what I've become and when my mama died two years ago at 92 I
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There were so many former students at her funeral.
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It brought tears to my eyes, not because she was gone, but because she left a legacy.
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of relationships that could never disappear.
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Can we stand to have more relationships?
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Absolutely.
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Will you like all your children?
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Of course not.
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And you know your toughest kids are never absent.
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Never.
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You won't like them all.
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The tough ones show up for a reason.
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It's the connection.
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relationships, and while you won't like them all, the key is they can never, ever know it.
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So teachers become great actors and great actresses, and we come to work when we don't feel like it, and we listen to policy that doesn't make sense, and we teach.
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Anyway.
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We teach anyway because that's what we do.
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Teaching and learning should bring joy.
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How powerful would our world be if we had kids who were not afraid to take risk, who were not afraid to think,
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and who had a champion every child?
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deserves a champion, an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be.
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Is this job tough?
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You betcha.
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Oh God.
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You betcha.
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But it is not.
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impossible.
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We can do this.
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We're educators.
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We're born to make a difference.
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Thank you so much.
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Yeah.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “Every kid needs a champion_ Rita Pierson”. Las palabras que más se repiten: kid, relationship, teach, student, lesson. Este vídeo tiene 114 frases y 1099 palabras para practicar shadowing. La parte hablada dura 7:32. El hablante mantiene un ritmo constante de unas 146 palabras por minuto, cómodo para el shadowing. El 84 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| schoolhouse sustantivo | /ˈskulˌhaʊs/ | plantel |
| educator sustantivo | /ˈɛd͡ʒəkeɪtɚ/ | educador, educadora |
| smiley sustantivo | /ˈsmaɪli/ | emoticono |
| needless adjetivo | /ˈniːdləs/ | sin necesidad |
| apologize verbo | /əˈpɑləˌd͡ʒaɪz/ | disculparse [with con], pedir(le) perdón [with a] |
| academically adverbio | /ˌæk.əˈdɛm.ɪk.ə.li/ | académicamente |
| arduous adjetivo | /ˈɑɹ.d͡ʒu.əs/ | arduo, riguroso |
| awfully adverbio | /ˈɔ.f(ə.)li/ | asombroso |
| cracker sustantivo | /ˈkɹækə(ɹ)/ | galleta, galleta de agua |
| deficient adjetivo | /dɪˈfɪʃənt/ | deficiente |
| grandparent sustantivo | /ˈɡɹæn(d)pɛəɹənt/ | abuelo, abuela |
| washcloth sustantivo | /ˈwɔʃ.klɔθ/ | toallita |
| comb sustantivo | /koʊm/ | peine, peineta |
| maternal adjetivo | /məˈtɝnəl/ | maternal, materno |
| drawer sustantivo | /dɹɔɹ/ | cajón, gaveta |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| come up with verbo | ingeniar, ingeniarse |
| drop out verbo | marginarse |
| get back verbo | regresar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- We know why kids don't learn.
- You ever thought about that?
- Tell a kid you're sorry, they're in shock.
- Can we stand to have more relationships?
- Will you like all your children?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | have spent · I've done · I've had |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | has been affected · being understood · were chosen |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | kids who didn · kids who stink · kids who were |
Pronunciación a tener en cuenta
El hablante usa 28 contracciones y formas reducidas, como don't, I've, won't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: washcloth /ˈwɔʃ.klɔθ/, mathematics /mæθ(.ə)ˈmæt.ɪks/
- Los sonidos de “sh” y “zh”: deficient /dɪˈfɪʃənt/, washcloth /ˈwɔʃ.klɔθ/
- Palabras largas — cuida el acento: educator /ˈɛd͡ʒəkeɪtɚ/, apologize /əˈpɑləˌd͡ʒaɪz/, academically /ˌæk.əˈdɛm.ɪk.ə.li/, mathematics /mæθ(.ə)ˈmæt.ɪks/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: schoolhouse /ˈskulˌhaʊs/, smiley /ˈsmaɪli/
- /z/ — sonora, no /s/: apologize /əˈpɑləˌd͡ʒaɪz/, quiz /kwɪz/, oppose /əˈpoʊz/
- /dʒ/ — no es la “y” ni la “ch”: educator /ˈɛd͡ʒəkeɪtɚ/, apologize /əˈpɑləˌd͡ʒaɪz/, arduous /ˈɑɹ.d͡ʒu.əs/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como schoolhouse, educator, smiley.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.