2014年高考英语湖北卷 - 阅读理解A

Before I had my son, I spent two years working with children with disabilities. I learned that shouting and threats of punishment would result in a disaster. Coming up against their behaviour could only make the job harder and their behaviour more extreme. I found something that worked, though.
在我有儿子之前，我有两年时间和残疾儿童一起工作。我了解到大声喊叫和威胁惩罚会带来麻烦，与他们的行为发生冲突只会让工作更困难，他们的行为更极端。不过，我发现了一些有用的东西。

There was a very naughty boy in the nursery and a teacher who was generally very confident with the children was asked to take charge of him. One day the boy joined a session in the room next to mine. His appearance created an atmosphere of tension. He spent the entire session running around, hitting and kicking, and destroying property.
托儿所里有一个非常淘气的男孩，一位对孩子们很有信心的老师被要求管理他。一天，男孩进入了我隔壁正在上课的房间。他的出现造成了一种紧张气氛，整个上课期间都在四处奔跑，踢打，破坏设施。

I was in the craft room working with some other children when my co-worker told me that this boy’s teacher was in tears, and could not get control of the situation. As we were talking，the boy ran in. I told my co-worker that I would take care of him.
当我在工艺室和其他孩子一起工作时，我的同事告诉我，男孩的老师气哭了，无法控制局面。我们谈话时，男孩跑了进来。我告诉同事我会照顾他。

I closed the door. He was full of energy, throwing things around and making a huge mess. But I could see that he was doing all these to annoy me. He needed connection, and this was the only way he knew how to ask for it. So I sat back down and kept quiet. Then he slowed down and began making a rocket. I talked to him about it. We continued like this for a few minutes before I slipped into the conversation:
我关上门。他精力充沛，到处乱扔东西，搞得一团糟。但我可以看出他做这些都是为了激怒我。他需要沟通，这是他唯一知道如何要求的方式。所以我坐下来保持安静。然后他放慢速度，开始大声吵闹。我和他聊天，继续这样聊了几分钟，然后我开始了对话：

“So what happened today?”
“那么今天发生了什么？”

It was purely a question, no blame or anger in my tone. I believe that if I had criticized him, the gate that was slowly opening would have shut firmly closed. He told me that the teacher didn’t let him do what he knew well due to safety but asked him to do what he disliked. He also admitted that he had enjoyed making her run around and saw it as a game. I explained that his teacher had not seen it as a game and was very upset. This again was stated simply as a fact. I suggested that next time he had a session, he talk about what he hoped to do at the start, which might be easier for everyone. He agreed and was quiet for a moment. Then he looked at me with tears in his eyes before quietly asking if he could go to find his teacher to apologize.
这纯粹是一个问题，我的语气中没有责备或愤怒。我相信，如果我批评了他，慢慢打开的大门就会紧紧地关上。他告诉我，出于安全考虑，老师不让他做他熟悉的事，而是让他做自己不喜欢的事。他还承认，他很喜欢让老师到处跑，并把这看作是一场游戏。我解释说，他的老师并没有把这看作是一场游戏，老师很不高兴。这只是又一次简单地陈述事实。我建议他下次上课时，一开始就说一下自己希望做什么，这可能对每个人要容易些。他同意了，沉默了一会儿。然后他含泪看着我，静静地问我是否可以去找老师道歉。