跟读练习: Every kid needs a champion | Rita Pierson | TED - 通过YouTube学习英语口语
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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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上下文与背景
里塔·皮尔森（Rita Pierson）在她的TED演讲中分享了自己多年来作为教育工作者的经历。身处教育行业的她，不仅关注教学的理论，还深入探讨了人与人之间的情感联系，在教育改革的过程中，强调教师与学生建立的关系的重要性。她提到，孩子们的学习不仅仅依赖于学术内容，更与他们所建立的关系密不可分。
日常交流中的五个重要短语
- “我很抱歉。” - 承认错误，建立信任感。
- “我能做得更好。” - 表达改进的决心，激励自己和他人。
- “我们一起努力。” - 强调团队合作的重要性。
- “我是谁，我会更好。” - 提升自信，积极的自我肯定。
- “你做得很好！” - 给予正面的反馈，鼓励他人。
逐步跟读指导
想通过看YouTube学英语并提升英语口语练习，可以尝试以下步骤进行英语影子跟读（shadowspeak）练习：
- 选择短小的片段，短时间内能集中注意力，便于反复练习。
- 首先，仔细观看视频，理解演讲者的主要内容和情感表达。
- 播放视频时，暂停并重复演讲者所说的每一句话，模仿他们的语音、语调及节奏。
- 记录下自己跟读的声音，通过回放与演讲者的语音进行对比，以便找出差距。
- 定期复习和重复练习，以提高英语发音和流利度，让这些日常短语融入你的言语中。
坚持这个练习，你会发现自己的英语口语水平显著提高，更能自信地在日常生活中进行交流。
什么是跟读法？
跟读法 (Shadowing) 是一种有科学依据的语言学习技巧，最初开发用于专业口译员的培训，并由多语言者Alexander Arguelles博士普及。这个方法简单而强大：您在听英语母语原声的同时立即大声重复——就像是一个延迟1-2秒紧跟说话者的影子。与被动听力或语法练习不同，跟读法强迫您的大脑和口腔肌肉同时处理并模仿真实的讲话模式。研究表明它能显着提高发音准确性，语调，节奏，连读，听力理解和口语流利度——使其成为雅思口语备考和真实英语交流最有效的方法之一。