シャドーイング練習: Every kid needs a champion | Rita Pierson | TED - YouTubeで英語スピーキングを学ぶ
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Transcriber: Joseph Geni Reviewer: Morton Bast I have spent my entire life either at the schoolhouse, on the way to the schoolhouse, or talking about what happens in the schoolhouse.
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Transcriber: Joseph Geni Reviewer: Morton Bast I have spent my entire life either at the schoolhouse, on the way to the schoolhouse, or talking about what happens in the schoolhouse.
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(Laughter) Both my parents were educators, my maternal grandparents were educators, 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...
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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 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.
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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 kids should learn it.
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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." (Laughter) (Applause) She said, "That's just a bunch of hooey." And I said to her, "Well, your year is going to be long and arduous, 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, 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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(Laughter) 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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(Laughter) And I got back and looked at that teacher edition.
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I'd taught the whole lesson wrong.
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(Laughter) 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. I'm so sorry." They said, "That's okay, Ms. Pierson.
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You were so excited, 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, from where they are to where they need to be?
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And it was difficult, 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 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?" (Laughter) 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.
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You just have to strut." (Laughter) 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 they said, "Yeah!" (Laughter) You say it long enough, it starts to be a part of you.
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(Applause) I gave a quiz, 20 questions.
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A student missed 18.
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I put a "+2" on his paper and a big smiley face.
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(Laughter) He said, "Ms. Pierson, is this an F?" I said, "Yes." (Laughter) He said, "Then why'd you put a smiley face?" I said, "Because you're on a roll.
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You got two right. You didn't miss them all." (Laughter) I said, "And when we review this, won't you do better?" He said, "Yes, ma'am, I can do better." You see, "-18" sucks all the life out of you.
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"+2" said, "I ain't all bad." For 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 her desk drawer for kids 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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(Laughter) 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, "You know, Ms. Walker, you made a difference in my life.
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You made it work for me.
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You made me feel like I was somebody, when I knew, at the bottom, I wasn't.
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And I want you to just see what I've become." And when my mama died two years ago at 92, 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.
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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? Of course not.
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(Laughter) And you know your toughest kids are never absent.
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(Laughter) Never.
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You won't like them all, and the tough ones show up for a reason.
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It's the connection. It's the relationships.
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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're listening to policy that doesn't make sense, and we teach 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 risks, who were not afraid to think, and who had a champion?
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Every child 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? You betcha.
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Oh God, you betcha.
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But it is not impossible.
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We can do this. 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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(Applause)
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コンテキストと背景
リタ・ピアソンは、教育者としての長年の経験を通じて、学校における人間関係の重要性を説いています。彼女は、教育が成功するためには、教師と生徒との良好な関係が不可欠であると強調しています。ピアソンは、自身の教育改革への視点をもとに、子供たちの学びに重要な影響を与える要因について深く考察しています。彼女は、教育の現場での個々の経験を通じて、自己肯定感の向上と学業成績の向上を同時に支援することの重要性を強調しています。
日常コミュニケーションのためのトップ5フレーズ
- 「先生、私はできると思います！」 - 自信を持って表現することが大切です。
- 「本当にお詫び申し上げます。」 - 率直に謝罪することで、信頼関係を築く。
- 「私は特別に選ばれました。」 - 自分の価値を実感させ、励ますフレーズ。
- 「私は力強い存在です。」 - 自己肯定感を高める言葉。
- 「私は学ぶ価値がある。」 - 教育に対する積極的な姿勢を示す。
ステップバイステップシャドーイングガイド
この動画の内容を利用して、英語の発音を良くするために以下の手順を試してみましょう。
- 動画を視聴：最初に、動画全体を注意深く視聴し、リタ・ピアソンのメッセージを理解します。彼女の声のトーンや話し方にも注目してください。
- フレーズを選択：上記のフレーズの中から気に入ったものを選び、何度も声に出して練習します。IELTS スピーキング対策としても有効です。
- シャドースピーチ：動画を再生し、彼女の言葉を聞きながら同時に真似てみます。最初はゆっくりでも構わないので、少しずつスピードを上げます。
- 録音して確認：自分の声を録音し、発音やイントネーションをチェックします。どの部分を改善する必要があるかを具体的に知ることができます。
- フィードバックを受ける：友人や教師に自分の発音を聞いてもらい、改善点について話してもらいましょう。
このような練習を通じて、日常英会話のスキルを向上させ、YouTubeで英語学習を楽しんでください。継続することで、shadowspeakのスキルも身につきます。
シャドーイングとは？英語上達に効果的な理由
シャドーイング（Shadowing）は、もともとプロの通訳者養成プログラムで開発された言語学習法で、多言語習得者として知られるDr. Alexander Arguelles によって広く普及されました。方法はシンプルですが非常に効果的：ネイティブスピーカーの英語を聞きながら、1〜2秒の遅延で声に出してすぐに繰り返す——まるで「影（shadow）」のように話者を追いかけます。文法ドリルや受動的なリスニングと異なり、シャドーイングは脳と口の筋肉が同時にリアルタイムで英語を処理・再現することを強制します。研究により、発音精度、抑揚、リズム、連音、リスニング力、そして会話の流暢さが大幅に向上することが確認されています。IELTSスピーキング対策や自然な英語コミュニケーションを目指す方に特におすすめです。