シャドーイング練習: How I Respond to Escalating Behaviors - YouTubeで英語スピーキングを学ぶ
B1
When a child escalates, stop talking. There's a novel idea.
59 文
文が短すぎたり長すぎる場合は、Editをタップして調整してください。
1
When a child escalates, stop talking. There's a novel idea.
2
This is management. When they start escalating, shut it down.
3
The more you talk, the more they're coming back at you.
4
The more that you respond to their, "Yeah, well." I love this one.
5
Child who you tell him to sit down. This is a perfect example. I've seen this happen.
6
"Sit in this chair." Kid goes like this.
7
And then you explode, right?
8
Cuz you wanted them to sit over there.
9
You ever get that chippy kid who says, "Well, you said sit in this chair. You didn't say where." And you just want to strangle him. At that point, what would you do?
10
He's playing me. He's playing. Oh, he's playing me like, yeah, he's playing me like the entire band.
11
At that point, I'm not gonna say anything.
12
It's gonna sound really weird but I'm not gonna say anything. Because he's sitting there and he's doing this, going.
13
I'm gonna do my best to pick myself up by the bootstraps, say nothing, and I'm going to walk over here, and I'm gonna help you, and I'm gonna help you, and I'm gonna help you.
14
Oh, I'm gonna get to him, hands down.
15
But it's all about timing.
16
If I say something at that moment like, "I meant over there. Move the chair over there." "Oh! Move the chair over there. Okay. Hey everybody!" And then they take the chair and do this.
17
Boom! And now you're on fire.
18
Sometimes we got to remember that we light ourselves up when we don't necessarily have to.
19
So at this point I'm gonna let them keep that upper hand until I have the opportunity to reel them in.
20
So with the bell rings, if it's an older child, or it's a normal transition, we're going to art, whatever, that's when I'm reeling you in.
21
It's all about timing.
22
So they're on their way out the door, I'm like, "Whoa, hold on. You and I need to chat." And I always find that when I pull that kid aside one-on-one and chat with them, I actually get a lot better response then if I started the argument in the middle of the class.
23
Sometimes I'll say to him on the way out the door, I'll say, "Hey, you know what, Michael?
24
That was not okay what you did. We really do need to talk about this. And we'll talk about that tomorrow at this time." Which is sometimes 2:15, which is sometimes during their free time, which is sometimes whatever.
25
I'll take away their time. I find that whenever I want to address a child, I want to address them on their time because that's a consequence.
26
If the behavior escalates, then I walk over and I have a script in my mind. Now if I manage this kid by not saying anything, chances are they're gonna be like, they don't like that.
27
They don't like that at all. Cuz their sole purpose is to disrupt that class.
28
So they escalated on me. At that point I will turn around and I'll say two words, "Stop immediately." If they stop, I'm good.
29
If they don't, that's when I have to utilize resources.
30
But kids need to know at every moment, when I'm gonna utilize a resource, they know the resource is going to happen, they know that they're going to go wherever, the person is going to show up.
31
Whatever it might be, it has to happen every single time.
32
I had a little one who trashed the classroom for a while.
33
And teacher was really good about if the kid took all their books and threw them on the floor.
34
Teacher was really good about saying, you know, managing it.
35
And just kind of going and pulling all the other kids together.
36
But then the kid would escalate it and start pulling books off the shelf, pulling the bulletin board apart.
37
And at that point it was a stop immediately.
38
And if the child continued, a call was made, a very quick call was made that said, you know, "We got a twenty two and a five whatever." And someone came, escorted the child out, and they sat in a desk with no entertainment.
39
With no coloring books, no materials, no nothing.
40
And they spent a good amount of the rest of that time on that day sitting there.
41
Because they had to realize that was not okay.
42
And then, when we put the classroom together, picked everything up, we left a section of that for that child to clean up.
43
When the child came back to the class the next day, that was their job.
44
"Before you go out to recess, this is the stuff that has to be cleaned up." Or later that day depending upon the schedule and if it's elementary, middle, high school, whatever.
45
But we always, always, always want to hold the child accountable in some way, not dismiss it. Like don't clean up the room for them.
46
And if we have to clean up the room because we have to go on to another class, make sure the consequence is is that they have to do a task somewhere in that building.
47
Your job is to give back to the community. Bring it back to your values.
48
If a child violates community, they have to give back to community.
49
If they disrupt my classroom to the point where they have to be removed, they go to a social isolation, which is your ISI, but the consequence is still going to come from me.
50
That's important to me.
51
If the consequence continues to come from the administration or somebody else, it makes no connection to me.
52
However, if a kid hits the high note behaviors, the Tier 3 behaviors, those are no-brainers.
53
You get into a fight, you bite, you spit, you trash a room, administration's going to get involved.
54
However, the consequence is going to come right back to our having a connection.
55
That's important to make that connection.
56
Thanks for watching and I hope you found this video helpful!
57
If you did, make sure to like and subscribe so you never miss another video.
58
I speak and consult on school behavior and I love to help districts solve some of these problems.
59
See you next time.
アプリをダウンロード
話したすべての文をAIが採点
TRENDING
人気動画
文脈と背景
このビデオでは、子供の行動がエスカレートした場合にどのように対処するかについての戦略が示されています。話し手は、適切なタイミングでの対応が重要であることを強調し、言葉を使わずにその状態を管理することが効果的であることを説明します。特に、エスカレーションが起こった時に、どのようにして子供の行動を抑えるかという方法が、英語を学ぶ際のコミュニケーションスキル向上にも応用できる内容となっています。
日常会話のためのトップ5フレーズ
- 「すぐに止めて。」 - このフレーズは、行動を一瞬で制御するために有効です。
- 「あなたと話が必要だ。」 - 重要な話をする際に適した表現です。
- 「それは許されない。」 - ルールを伝える際に使用することで、相手に考えさせる効果があります。
- 「明日その話をしましょう。」 - 将来の約束をすることで、対話を先延ばしにする時に役立ちます。
- 「自分の行動に責任を持たなければならない。」 - 責任を持つことの重要性を教える表現です。
段階的なシャドウイングガイド
このビデオの内容をより良く理解し、英語のスピーキング能力を向上させるために、以下のステップでシャドウイングを行いましょう。
- ビデオを視聴する：まず、全体を通して観て、話し手の表現やトーンに慣れましょう。
- フレーズを抽出する：日常会話で使えるフレーズをリストアップし、意味を理解します。
- 何度も聞く：再生速度を調整しながら、フレーズを何度も聞いてみましょう。
- 音を模倣する：シャドウイングをしながら、音声に合わせて自分の声を出すことで、発音を練習します。
- 実際に使う：日常生活の中で、身につけたフレーズを意識的に使用し、英語の発音を良くする練習をします。
このようにして、YouTubeで英語学習を行いながら、コミュニケーション能力やIELTSスピーキング対策に役立てることができます。shadowing siteやshadowspeaksを活用した学習方法も試してみてください。
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。