跟读练习: How I Respond to Escalating Behaviors - 通过YouTube学习英语口语
B1
When a child escalates, stop talking. There's a novel idea.
59 句
如果句子过短或过长，请点击 Edit 进行调整。
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.
下载应用
AI 为你说出的每个句子打分
TRENDING
热门
关于本课
在本课中，学习者将练习应对和管理儿童行为升级的技巧。通过观察和学习如何在对话中适当地停止交流，掌握控制局势的能力。这将帮助你提高英语口语练习的自信心，并在日常交流中更加有效地应对各种情况。
关键词汇与短语
- 升级 (escalate) - 行为变得更加激烈或情绪化。
- 停止 (stop) - 立即停止某种行为或交流。
- 管理 (manage) - 有效地控制或处理某种情况。
- 一对一 (one-on-one) - 单独与某人交流以解决问题。
- 后果 (consequence) - 行为的结果，通常是负面的。
- 责任 (accountability) - 让孩子为他们的行为负责。
- 社会隔离 (social isolation) - 将孩子从课堂中隔离，以进行反思。
- 价值观 (values) - 社会或个人信仰和规范。
练习技巧
在学习如何应对儿童行为时，建议使用英语影子跟读的技巧。这种方法尤其适合快速而富有情感的对话。可以尝试以下步骤：
- 在观看视频时，反复播放重点片段，尝试模仿说话者的语调和语速。
- 初次时，不必太关注内容的理解，更多地集中在语音和语调的重现上。这样可以帮助提高你的英语发音。
- 在每次播放中，逐步加快跟读的速度，尽量让自己在对话中的反应更加自然。
- 记录自己的练习，回放并对比与原视频，观察到自己在语调和语速上的改进。
- 最终目标是能够流利地进行交谈，能够在不同的社交情境中运用新学到的短语。
通过坚持使用这些英语口语练习技巧，你将能更好地掌握与他人的互动，提高与孩子沟通的能力，进而实现高效的shadow speech。努力让自己在语言互动中更加自信、从容，终将能轻松管理不同交流情境。
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。