Pratica di Shadowing: Every kid needs a champion_ Rita Pierson (TED TALKS) - Impara a parlare inglese con i video

I have spent my entire life

either at the schoolhouse on the way to the schoolhouse are talking about what happens in the schoolhouse.

Both my parents were educators.

My maternal grandparents were educators.

And for the past 40 years, I've done the same thing.

And so needless to say, over those years, I've had a chance to look at education reform from a lot of perspectives.

Some of those reforms have been good.

Some of them have been not so good.

And we know why kids drop out.

We know why kids don't learn.

It's either poverty low attendance negative peer influences, we know why.

But one of the things that we never discuss or we rarely discuss is the value and importance of human connection.

Relationships.

James Comer says that no significant learning can occur without a significant relationship.

George Washington Carver says all learning is understanding.

relationships.

Everyone in this room has been affected by a teacher or an adult.

For years, I have watched people teach, I have looked at the best and I've looked at some of the worst.

A colleague said to me one time, they don't pay me to like the kids.

They pay me to teach a lesson.

The kid should learn it.

I should teach it.

They should learn it case closed.

Well, I said to her,

You know kids don't learn from people they don't like.

She said, "That's just a bunch of hooey." And I said to her, "Well, your gear is gonna be long and arduous,

dear." Needless to say, it was.

Some people think that you can either Have it in you to build a relationship or you don't

I think Stephen Covey had the right idea.

He said you ought to just throw in a few simple things.

Like seeking first to understand as opposed to being understood.

Simple things like apologizing.

You ever thought about that?

Tell a kid you're sorry, they're in shock.

I taught a lesson once on ratios.

I'm not real good with math, but I was working on it.

And I got back and looked at that teacher edition.

I taught the whole lesson wrong.

So I came back to class the next day and I said, look guys, I need to apologize.

I taught the whole lesson wrong.

I'm so sorry.

I said, "That's okay, Ms. Pearson.

You were so excited.

We just let you go." I have had classes that were so low so academically deficient that I cried.

I wondered how am I going to take this group in nine months

from where they are to where they need to be.

And it was difficult.

It was awfully hard.

How do I raise the self -esteem of a child and his academic achievement at the same time?

One year I came up with a bright idea.

I told all my students, You were chosen.

to be in my class.

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.

One of the students said, "Really?" I said, "Really?" We have to show the other classes how to do it.

So when we walk down the hall, People will notice us, so you can't make noise.

You just have to strut.

And I gave them a saying to say, "I am somebody.

I was somebody when I came.

I'll be a better somebody when I leave.

I am powerful and I am strong.

I deserve the education that I get here.

I have things to do, people to impress and places to go." And I said, yeah!

You say it long enough,

it starts to be a part of you. And so...

I gave a quiz.

20 questions.

Student missed 18.

I put a plus two on his paper and a big smiley face. Is this an F?

I said, "Yes." He said, "Then why'd you put a smiley face?" I said, "Because you on the road." You got two right.

You didn't miss them all.

I said, "And when we review this, won't you do better?" He said, "Yes, ma 'am, I can do better.

You see, minus 18 sucks all the life out of you.

Plus two said, "I ain't all bad." For about four years,

I watched my mother "Take the time at recess to review." Go on home visits in the afternoon.

Buy combs and brushes and peanut butter

and crackers to put in a desk drawer for kids

that needed to eat and a washcloth and some soap for the kids who didn't smell so good.

See, it's hard to teach kids who stink.

And kids can be cruel.

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,

"You know, Miss Walker, you made a difference in my life." You made it work for me.

You made me feel like I was somebody when I knew I At the bottom, I wasn't.

I want you to just see what I've become and when my mama died two years ago at 92 I

There were so many former students at her funeral.

It brought tears to my eyes, not because she was gone, but because she left a legacy.

of relationships that could never disappear.

Can we stand to have more relationships?

Absolutely.

Will you like all your children?

Of course not.

And you know your toughest kids are never absent.

Never.

You won't like them all.

The tough ones show up for a reason.

It's the connection.

relationships, and while you won't like them all, the key is they can never, ever know it.

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.

Anyway.

We teach anyway because that's what we do.

100

Teaching and learning should bring joy.

101

How powerful would our world be if we had kids who were not afraid to take risk, who were not afraid to think,

102

and who had a champion every child?

103

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.

104

Is this job tough?

105

You betcha.

106

Oh God.

107

You betcha.

108

But it is not.

109

impossible.

110

We can do this.

111

We're educators.

112

We're born to make a difference.

113

Thank you so much.

114

Yeah.

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Informazioni su questa lezione

In questa lezione, gli studenti avranno l'opportunità di esplorare l'importanza delle relazioni umane nel processo educativo, come evidenziato nel discorso di Rita Pierson. L'accento sarà posto sulla connessione tra insegnanti e studenti e su come questa possa influenzare il successo accademico. Attraverso l'analisi del materiale del video, gli studenti praticheranno la loro comprensione dell'inglese parlato e miglioreranno la loro capacità di esprimere pensieri e sentimenti in seconda lingua.

Vocabolario e Frasi Chiave

Educazione - Education
Relazioni - Relationships
Apologizzare - To apologize
Auto-stima - Self-esteem
Apprendimento significativo - Significant learning
Poverta - Poverty
Influenza negativa dei coetanei - Negative peer influences
Risultati accademici - Academic achievement

Consigli di Pratica

Per massimizzare i benefici dell'apprendimento dell'inglese attraverso il shadowing con il video, inizia ascoltando attentamente il ritmo e l'intonazione di Rita Pierson. Il suo modo di esprimersi è appassionato e coinvolgente, il che la rende una grande figura da imitare. Usa shadowspeak per esercitarti: prova a ripetere le frasi subito dopo averle ascoltate, catturando non solo le parole ma anche le emozioni e i toni. Dopo aver ascoltato il video, dedica del tempo a praticare le frasi chiave. Questo ti aiuterà a migliorare la pronuncia inglese e ad acquisire maggiore fluidità. Ricorda che il shadowing in inglese non riguarda solo la pronuncia, ma anche la comprensione e l’uso del linguaggio in contesti emotivi. Con l'ausilio di materiali come questo, puoi imparare l'inglese con YouTube in modo efficace e coinvolgente.

La grammatica di questo video

Le strutture che chi parla usa di più, con le parole esatte del video:

Struttura	Nel video
Present perfect have/has + participio passato — un’azione passata che conta ancora adesso	have spent · I've done · I've had
Forma passiva be + participio passato — conta ciò che accade, non chi lo fa	has been affected · being understood · were chosen
Frasi relative who / which + frase — un’informazione in più su una persona o una cosa	kids who didn · kids who stink · kids who were

Cos'è la tecnica dello Shadowing?

Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.

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Pratica di Shadowing: Every kid needs a champion_ Rita Pierson (TED TALKS) - Impara a parlare inglese con i video

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