TED英語(yǔ)演講：犯錯(cuò)吧，我支持你
在學(xué)校學(xué)習(xí)知識(shí)的時(shí)候，老師擔(dān)心學(xué)生記住錯(cuò)誤的東西，所以總是教給他們正確的知識(shí)。但其實(shí)，偶爾留有犯錯(cuò)的機(jī)會(huì)，也許更能讓人領(lǐng)悟。下面是小編為大家收集關(guān)于TED英語(yǔ)演講：犯錯(cuò)吧，我支持你，歡迎借鑒參考。
犯錯(cuò)吧，我支持你
I have been teaching for a long time, and in doing so have acquired a body of knowledge about kids and learning that I really wish more people would understand about the potential of students. In 1931, my grandmother -- bottom left for you guys over here -- graduated from the eighth grade. She went to school to get the information because that's where the information lived. It was in the books; it was inside the teacher's head; and she needed to go there to get the information, because that's how you learned. Fast-forward a generation: this is the one-room schoolhouse, Oak Grove, where my father went to a one-room schoolhouse. And he again had to travel to the school to get the information from the teacher, stored it in the only portable memory he has, which is inside his own head, and take it with him, because that is how information was being transported from teacher to student and then used in the world. When I was a kid, we had a set of encyclopedias at my house. It was purchased the year I was born, and it was extraordinary, because I did not have to wait to go to the library to get to the information. The information was inside my house and it was awesome. This was different than either generation had experienced before, and it changed the way I interacted with information even at just a small level. But the information was closer to me. I could get access to it.
我從事教師工作很長(zhǎng)一段時(shí)間了， 而在我教書(shū)的過(guò)程當(dāng)中 我學(xué)了很多關(guān)于孩子與學(xué)習(xí)的知識(shí) 我非常希望更多人可以了解 學(xué)生的潛能。 1931年,我的祖母 從你們那邊看過(guò)來(lái)左下角那位-- 從八年級(jí)畢業(yè)。 她上學(xué)是去獲取知識(shí) 因?yàn)樵谶^(guò)去,那是知識(shí)存在的地方 知識(shí)在書(shū)本里,在老師的腦袋里， 而她需要專(zhuān)程到學(xué)校去獲得這些知識(shí)， 因?yàn)槟鞘钱?dāng)時(shí)學(xué)習(xí)的途徑 快進(jìn)過(guò)一代： 這是個(gè)只有一間教室的學(xué)校,Oak Grove， 我父親就是在這間只有一個(gè)教室的學(xué)校就讀。 而同樣的,他不得不去上學(xué) 以從老師那兒取得知識(shí)， 然后將這些知識(shí)儲(chǔ)存在他唯一的移動(dòng)內(nèi)存,那就是他自己的腦袋里， 然后將這些隨身攜帶， 因?yàn)檫@是過(guò)去知識(shí)被傳遞的方式 從老師傳給學(xué)生,接著在世界上使用。 當(dāng)我還小的時(shí)候， 我們家里有一套百科全書(shū)。 從我一出生就買(mǎi)了這套書(shū)， 而那是非常了不起的事情， 因?yàn)槲也恍枰戎D書(shū)館取得這些知識(shí)， 這些信息就在我的屋子里 而那真是太棒了。 這是 和過(guò)去相比,是非常不同的 這改變了我和信息互動(dòng)的方式 即便改變的幅度很小。 但這些知識(shí)卻離我更近了。 我可以隨時(shí)獲取它們。
In the time that passes between when I was a kid in high school and when I started teaching, we really see the advent of the Internet. Right about the time that the Internet gets going as an educational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where I had an opportunity to teach in a lovely, small-town, rural Kansas school district, where I was teaching my favorite subject, American government. My first year -- super gung-ho -- going to teach American government, loved the political system. Kids in the 12th grade: not exactly all that enthusiastic about the American government system. Year two: learned a few things -- had to change my tactic. And I put in front of them an authentic experience that allowed them to learn for themselves. I didn't tell them what to do or how to do it. I posed a problem in front of them, which was to put on an election forum for their own community.
在過(guò)去的這幾年間 從我還在念高中 到我開(kāi)始教書(shū)的時(shí)候， 我們真的親眼目睹網(wǎng)絡(luò)的發(fā)展。 就在網(wǎng)絡(luò)開(kāi)始 作為教學(xué)用的工具發(fā)展的時(shí)候， 我離開(kāi)威斯康辛州 搬到勘薩斯州,一個(gè)叫勘薩斯的小鎮(zhèn) 在那里我有機(jī)會(huì) 在一個(gè)小而美麗的勘薩斯的鄉(xiāng)村學(xué)區(qū) 教書(shū)， 教我最喜歡的學(xué)科 "美國(guó)政府" 那是我教書(shū)的第一年,充滿(mǎn)熱情,準(zhǔn)備教"美國(guó)政府" 我當(dāng)時(shí)熱愛(ài)教政治體系。 這些十二年級(jí)的孩子 對(duì)于美國(guó)政府體系 并不完全充滿(mǎn)熱情。 開(kāi)始教書(shū)的第二年,我學(xué)到了一些事情,讓我改變了教學(xué)方針。 我提供他們一個(gè)真實(shí)體驗(yàn)的機(jī)會(huì) 讓他們可以自主學(xué)習(xí)。 我沒(méi)有告訴他們得做什么,或是要怎么做。 我只是在他們面前提出一個(gè)問(wèn)題， 要他們?cè)谧约旱纳鐓^(qū)設(shè)立一個(gè)選舉論壇。
They produced flyers. They called offices. They checked schedules. They were meeting with secretaries. They produced an election forum booklet for the entire town to learn more about their candidates. They invited everyone into the school for an evening of conversation about government and politics and whether or not the streets were done well, and really had this robust experiential learning. The older teachers -- more experienced -- looked at me and went, "Oh, there she is. That's so cute. She's trying to get that done." (Laughter) "She doesn't know what she's in for." But I knew that the kids would show up, and I believed it, and I told them every week what I expected out of them. And that night, all 90 kids -- dressed appropriately, doing their job, owning it. I had to just sit and watch. It was theirs. It was experiential. It was authentic. It meant something to them. And they will step up.
他們散布傳單,聯(lián)絡(luò)各個(gè)選舉辦公室， 他們和秘書(shū)排定行程， 他們?cè)O(shè)計(jì)了一本選舉論壇手冊(cè) 提供給全鎮(zhèn)的鎮(zhèn)民讓他們更了解這些候選人。 他們邀請(qǐng)所有的人到學(xué)校 參與晚上的座談 談?wù)撜驼?還有鎮(zhèn)里的每條街是不是都修建完善， 學(xué)生們真的得到強(qiáng)大的體驗(yàn)式學(xué)習(xí)。 學(xué)校里比較資深年長(zhǎng)的老師 看著我說(shuō) "喔,看她,多天真呀,竟想試著這么做。" (大笑) "她不知道她把自己陷入怎么樣的局面" 但我知道孩子們會(huì)出席 而我真的這樣相信。 每個(gè)禮拜我都對(duì)他們說(shuō)我是如何期待他們的表現(xiàn)。 而那天晚上,全部九十個(gè)孩子 每個(gè)人的穿戴整齊,各司其職,完全掌握論壇 我只需要坐在一旁看著。 那是屬于他們的夜晚,那是經(jīng)驗(yàn),那是實(shí)在的經(jīng)驗(yàn)。 那對(duì)他們來(lái)說(shuō)具有意義。 而他們將會(huì)更加努力。
From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years, this time with middle school students. Luckily, I didn't have to teach them American government. Could teach them the more exciting topic of geography. Again, "thrilled" to learn. But what was interesting about this position I found myself in in Arizona, was I had this really extraordinarily eclectic group of kids to work with in a truly public school, and we got to have these moments where we would get these opportunities. And one opportunity was we got to go and meet Paul Rusesabagina, which is the gentleman that the movie "Hotel Rwanda" is based after. And he was going to speak at the high school next door to us. We could walk there. We didn't even have to pay for the buses. There was no expense cost. Perfect field trip.
離開(kāi)堪薩斯后,我搬到美麗的亞利桑納州， 我在Flagstaff小鎮(zhèn)教了幾年書(shū)， 這次是教初中的學(xué)生。 幸運(yùn)的,我這次不用教美國(guó)政治。 這次我教的是更令人興奮的地理。 再一次,非常期待的要學(xué)習(xí)。 但有趣的是 我發(fā)現(xiàn)在這個(gè)亞歷桑納州的教職 我所面對(duì)的 是一群非常多樣化的,彼此之間差異懸殊的孩子們 在一所真正的公立學(xué)校。 在那里,有些時(shí)候,我們會(huì)得到了一些機(jī)會(huì)。 其中一個(gè)機(jī)會(huì)是 我們得以和Paul Russabagina見(jiàn)面， 這位先生 正是電影"盧安達(dá)飯店"根據(jù)描述的那位主人翁 他當(dāng)時(shí)正要到隔壁的高中演講 我們可以步行到那所學(xué)校,我們甚至不用坐公共汽車(chē) 完全不需要額外的支出,非常完美的校外教學(xué)
The problem then becomes how do you take seventh- and eighth-graders to a talk about genocide and deal with the subject in a way that is responsible and respectful, and they know what to do with it. And so we chose to look at Paul Rusesabagina as an example of a gentleman who singularly used his life to do something positive. I then challenged the kids to identify someone in their own life, or in their own story, or in their own world, that they could identify that had done a similar thing. I asked them to produce a little movie about it. It's the first time we'd done this. Nobody really knew how to make these little movies on the computer, but they were into it. And I asked them to put their own voice over it. It was the most awesome moment of revelation that when you ask kids to use their own voice and ask them to speak for themselves, what they're willing to share. The last question of the assignment is: how do you plan to use your life to positively impact other people? The things that kids will say when you ask them and take the time to listen is extraordinary.
然后接著的問(wèn)題是 你要怎么和七八年級(jí)的學(xué)生談?wù)摲N族屠殺 用怎么樣的方式來(lái)處理這個(gè)問(wèn)題 才是一種負(fù)責(zé)任和尊重的方式， 讓學(xué)生們知道該怎么面對(duì)這個(gè)問(wèn)題。 所以我們決定去觀察Paul Rusesabagina是怎么做的 把他當(dāng)作一個(gè)例子 一個(gè)平凡人如何利用自己的生命做些積極的事情的例子。 接著,我挑戰(zhàn)這些孩子,要他們?nèi)フ页?在他們的生命里,在他們自己的故事中,或是在他們自己的世界里， 找出那些他們認(rèn)為也做過(guò)類(lèi)似事情的人。 我要他們?yōu)檫@些人和事跡制作一部短片。 這是我們第一次嘗試制作短片。 沒(méi)有人真的知道如何利用電腦制作短片。 但他們非常投入,我要他們?cè)谄永镉米约旱穆曇簟?那實(shí)在是最棒的啟發(fā)方式 當(dāng)你要孩子們用他們自己的聲音 當(dāng)你要他們?yōu)樽约赫f(shuō)話(huà)， 說(shuō)那些他們?cè)敢夥窒淼墓适隆?這項(xiàng)作業(yè)的最后一個(gè)問(wèn)題是 你打算怎么利用你自己的生命 去正面的影響其他人 孩子們說(shuō)出來(lái)的那些話(huà) 在你詢(xún)問(wèn)他們后并花時(shí)間傾聽(tīng)那些話(huà)后 是非常了不起的。
Fast-forward to Pennsylvania, where I find myself today. I teach at the Science Leadership Academy, which is a partnership school between the Franklin Institute and the school district of Philadelphia. We are a nine through 12 public school, but we do school quite differently. I moved there primarily to be part of a learning environment that validated the way that I knew that kids learned, and that really wanted to investigate what was possible when you are willing to let go of some of the paradigms of the past, of information scarcity when my grandmother was in school and when my father was in school and even when I was in school, and to a moment when we have information surplus. So what do you do when the information is all around you? Why do you have kids come to school if they no longer have to come there to get the information?
快進(jìn)到賓州,我現(xiàn)在住的地方。 我在科學(xué)領(lǐng)導(dǎo)學(xué)院教書(shū)， 它是富蘭克林學(xué)院 和費(fèi)城學(xué)區(qū)協(xié)同的合辦的。 我們是一間9年級(jí)到12年級(jí)的公立高中， 但我們的教學(xué)方式很不一樣。 我起初搬到那里 是為了親身參與一個(gè)教學(xué)環(huán)境 一個(gè)可以證實(shí)我所理解孩子可以有效學(xué)習(xí)方式的方式， 一個(gè)愿意探索 所有可能性的教學(xué)環(huán)境 當(dāng)你愿意放棄 一些過(guò)去的標(biāo)準(zhǔn)模式， 放棄我祖母和我父親上學(xué)的那個(gè)年代 甚至是我自己念書(shū)的那個(gè)年代，因?yàn)樾畔⒌南∪保?到一個(gè)我們正處于信息過(guò)剩的時(shí)代。 所以你該怎么處理那些環(huán)繞在四周的知識(shí)? 你為什么要孩子們來(lái)學(xué)校? 如果他們?cè)僖膊恍枰匾獾綄W(xué)校獲得這些知識(shí)?
In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops with them everyday, taking them home, getting access to information. And here's the thing that you need to get comfortable with when you've given the tool to acquire information to students, is that you have to be comfortable with this idea of allowing kids to fail as part of the learning process. We deal right now in the educational landscape with an infatuation with the culture of one right answer that can be properly bubbled on the average multiple choice test, and I am here to share with you: it is not learning. That is the absolute wrong thing to ask, to tell kids to never be wrong. To ask them to always have the right answer doesn't allow them to learn. So we did this project, and this is one of the artifacts of the project. I almost never show them off because of the issue of the idea of failure.
在賓州,我們有一個(gè)人人有筆記本的項(xiàng)目， 所以這些孩子每天帶著他們筆記本電腦， 帶著電腦回家,隨時(shí)學(xué)習(xí)知識(shí)。 有一件事你需要學(xué)著適應(yīng)的是 當(dāng)你給了學(xué)生工具 讓他們可以自主取得知識(shí)， 你得適應(yīng)一個(gè)想法 那就是允許孩子失敗 把失敗視為學(xué)習(xí)的一部分。 我們現(xiàn)在面對(duì)教育大環(huán)境 帶著一種 迷戀單一解答的文化 一種靠選擇題折優(yōu)的文化， 而我在這里要告訴你們， 這不是學(xué)習(xí)。 這絕對(duì)是個(gè)錯(cuò)誤 去要求孩子們永遠(yuǎn)不可以犯錯(cuò)。 要求他們永遠(yuǎn)都要有正確的解答 而不允許他們?nèi)W(xué)習(xí)。 所以我們實(shí)施了這個(gè)項(xiàng)目， 這就是這個(gè)項(xiàng)目中一件作品。 我?guī)缀鯊膩?lái)沒(méi)有展示過(guò)這些 因?yàn)槲覀儗?duì)于錯(cuò)誤與失敗的觀念。
My students produced these info-graphics as a result of a unit that we decided to do at the end of the year responding to the oil spill. I asked them to take the examples that we were seeing of the info-graphics that existed in a lot of mass media, and take a look at what were the interesting components of it, and produce one for themselves of a different man-made disaster from American history. And they had certain criteria to do it. They were a little uncomfortable with it, because we'd never done this before, and they didn't know exactly how to do it. They can talk -- they're very smooth, and they can write very, very well, but asking them to communicate ideas in a different way was a little uncomfortable for them. But I gave them the room to just do the thing. Go create. Go figure it out. Let's see what we can do. And the student that persistently turns out the best visual product did not disappoint. This was done in like two or three days. And this is the work of the student that consistently did it.
我的學(xué)生們制作了這些信息圖表 結(jié)果是我們決定以這個(gè)匯報(bào)作為我們學(xué)年的總結(jié)報(bào)告 內(nèi)容是回應(yīng)漏油事件。 我要求他們拿 他們看過(guò)的資訊圖表當(dāng)做范例 就是在媒體里展示的那些信息圖表， 仔細(xì)看看那里頭什么是有趣的， 然后自己設(shè)計(jì)一個(gè) 以美國(guó)歷史中其他的人為災(zāi)難為主題。 我為這項(xiàng)作業(yè)設(shè)了一些其他的條件 他們覺(jué)得這個(gè)作業(yè)有些困難， 因?yàn)槲覀儚膩?lái)沒(méi)有出過(guò)這樣的作業(yè),而他們不完全知道要怎么進(jìn)行。 他們可以談?wù)撨@議題,相當(dāng)順暢， 他們也能寫(xiě)得非常非常得好， 但當(dāng)被要求要用一種其他的方式來(lái)表達(dá)想法的時(shí)候 他們有點(diǎn)無(wú)所適從。 但我給了他們空間去做這個(gè)作業(yè)。 去創(chuàng)造,去自己發(fā)現(xiàn)該怎么做。 讓我們拭目以待我們可以完成些什么。 最后那些總是 呈現(xiàn)最佳視覺(jué)效果作品的學(xué)生,這次也沒(méi)有讓人失望 這個(gè)作品大概花了兩三天的時(shí)間 而這是來(lái)自一個(gè)經(jīng)常很棒得完成作業(yè)的學(xué)生。
And when I sat the students down, I said, "Who's got the best one?" And they immediately went, "There it is." Didn't read anything. "There it is." And I said, "Well what makes it great?" And they're like, "Oh, the design's good, and he's using good color. And there's some ... " And they went through all that we processed out loud. And I said, "Go read it." And they're like, "Oh, that one wasn't so awesome." And then we went to another one -- it didn't have great visuals, but it had great information -- and spent an hour talking about the learning process, because it wasn't about whether or not it was perfect, or whether or not it was what I could create. It asked them to create for themselves, and it allowed them to fail, process, learn from. And when we do another round of this in my class this year, they will do better this time, because learning has to include an amount of failure, because failure is instructional in the process.
然后當(dāng)我要所有學(xué)生坐下來(lái),我問(wèn)他們"誰(shuí)交出了最好的作品?" 他們立刻指著這個(gè)作品回答"這件" 他們并沒(méi)有細(xì)讀其中的內(nèi)容,就回答了"這件" 然后我說(shuō),"那么,是什么因素讓這個(gè)作品這么好?" 他們回答說(shuō),"喔,設(shè)計(jì)得很好,他用了很好的顏色組合,還有一些..." 他們分別說(shuō)了想法,我們一起討論了之后 我說(shuō),"現(xiàn)在去讀讀內(nèi)容" 接著他們說(shuō)"喔,現(xiàn)在看起來(lái)好像其實(shí)沒(méi)有那么好" 后來(lái)我們談到另外一個(gè)作業(yè)-- 那個(gè)作品沒(méi)有很好的視覺(jué)設(shè)計(jì),但是有非常好的資訊內(nèi)容-- 我們接著花了大概一個(gè)小時(shí)來(lái)討論這個(gè)學(xué)習(xí)過(guò)程， 因?yàn)槟遣⒉皇顷P(guān)于哪個(gè)作品比較完美， 或是我能或不能創(chuàng)造出這樣的東西; 這作業(yè)是要他們?yōu)樽约簞?chuàng)作。 這作業(yè)也讓他們有失敗的可能， 消化思考之后,從失敗中學(xué)習(xí)。 今年,當(dāng)我們又再一次嘗試類(lèi)似的作業(yè)， 他們都將會(huì)比去年做的更好。 因?yàn)閷W(xué)習(xí) 必須包含一定程度的失敗， 因?yàn)槭【哂薪虒W(xué)意義 在學(xué)習(xí)的過(guò)程中。
There are a million pictures that I could click through here, and had to choose carefully -- this is one of my favorites -- of students learning, of what learning can look like in a landscape where we let go of the idea that kids have to come to school to get the information, but instead, ask them what they can do with it. Ask them really interesting questions. They will not disappoint. Ask them to go to places, to see things for themselves, to actually experience the learning, to play, to inquire. This is one of my favorite photos, because this was taken on Tuesday, when I asked the students to go to the polls. This is Robbie, and this was his first day of voting, and he wanted to share that with everybody and do that. But this is learning too, because we asked them to go out into real spaces.
我有上百萬(wàn)個(gè)照片 可以展示， 可我得小心的選擇--好,這是我最喜歡的一張-- 學(xué)生正在學(xué)習(xí)的照片， 學(xué)習(xí)可以是什么樣子 在一個(gè)我們放棄傳統(tǒng)觀念的環(huán)境中 學(xué)生非得來(lái)學(xué)校以獲得知識(shí)這樣的想法， 取而代之,問(wèn)他們,他們可以利用這些知識(shí)來(lái)做些什么? 問(wèn)他們真正有趣的問(wèn)題。 他們不會(huì)讓人失望。 要求他們?nèi)ゲ煌牡胤剑?去親眼見(jiàn)識(shí)不同的事情， 去真正的體驗(yàn)學(xué)習(xí)， 去玩,去查詢(xún)。 這是我最喜歡的照片之一 因?yàn)檫@是一張星期二照的照片， 當(dāng)我要求學(xué)生們?nèi)ネ镀薄?這是Robbie,這是他第一次投票， 而他想要和大家分享這個(gè)投票的經(jīng)歷。 但這也是學(xué)習(xí)， 因?yàn)槲覀円麄兊酵忸^真實(shí)的世界去。
The main point is that, if we continue to look at education as if it's about coming to school to get the information and not about experiential learning, empowering student voice and embracing failure, we're missing the mark. And everything that everybody is talking about today isn't possible if we keep having an educational system that does not value these qualities, because we won't get there with a standardized test, and we won't get there with a culture of one right answer. We know how to do this better, and it's time to do better.
重點(diǎn)是 如果我們繼續(xù)把教育 當(dāng)作是要來(lái)學(xué)校 取得知識(shí) 而不是體驗(yàn)學(xué)習(xí)的過(guò)程， 傾聽(tīng)學(xué)生的聲音,接納錯(cuò)誤和失敗， 我們將會(huì)誤解上學(xué)的意義。 而今天每個(gè)人在談?wù)摰拿考虑?都將不可能達(dá)成,如果我們繼續(xù)這樣的教育系統(tǒng) 而不重視這些價(jià)值， 因?yàn)槲覀兪遣豢赡芤揽繕?biāo)準(zhǔn)化測(cè)試， 一種只有一個(gè)標(biāo)準(zhǔn)答案的文化是沒(méi)有辦法引領(lǐng)我們達(dá)到目標(biāo)的。 我們知道怎么樣可以做得更好， 而現(xiàn)在,需要做得更好的時(shí)刻到了。
《犯錯(cuò)吧，我支持你》觀后感
人無(wú)完人。當(dāng)媽媽您望女成風(fēng)，要求孩子做個(gè)完美的人時(shí)，是否想過(guò)我還是個(gè)孩子。媽媽?zhuān)總€(gè)人都會(huì)不小心做錯(cuò)事，所以請(qǐng)?jiān)试S我犯錯(cuò)。
當(dāng)別人的孩子犯錯(cuò)時(shí)，媽媽都會(huì)在我面前說(shuō)：如果我的孩子也犯這樣的錯(cuò)，我一定會(huì)狠狠的打他。雖說(shuō)您是在恐嚇我，但也如您所愿，我的確被嚇倒了。但您是否想過(guò)您的成就之后就是我和您的距離越來(lái)越遠(yuǎn)了。
在剛上四年級(jí)時(shí)，我第一次當(dāng)寄宿生，以前還在您手掌心游戲，不管在哪兒，都能看到您的關(guān)心和照顧。但此時(shí)都獨(dú)立了，感覺(jué)什么都不對(duì)勁，在稀里糊涂之中，到了周三，所有的生活費(fèi)都花光了，我去食堂老板借手機(jī)打電話(huà)給爸爸，叫他錢(qián)送進(jìn)來(lái)。果然，就在中午，錢(qián)就寄別人進(jìn)來(lái)了。我以為這件事就完了，但等我周五回家時(shí)，迎來(lái)的不是您心疼的慰問(wèn)，而是一頓臭罵。到晚飯時(shí)，就是您的長(zhǎng)篇大論。由這一件小事講到了將來(lái)，講到了您的苦，講到了如果沒(méi)有您我會(huì)怎樣，但您沒(méi)注意到我擠在眼睛里的淚水，已經(jīng)無(wú)法控制了。為了不讓您看到我的樣子，我放下碗筷，起身就走，還沒(méi)走兩三步，我的淚水已經(jīng)劃過(guò)了鼻間。我躲到房間里，抹干了淚水，裝作無(wú)事，打算與您長(zhǎng)期作戰(zhàn)，只為證明這是一件小事。但您也不屈服，奉陪到底。于是我們就這樣吵吵鬧鬧過(guò)了三四天，不知怎么回事，我們就和好了。但您仍說(shuō)了一句讓我痛心的話(huà)：以后再這樣，可不是現(xiàn)在這么簡(jiǎn)單了。
我是小孩，我會(huì)犯錯(cuò)，但我也會(huì)改正，我需要的是您的體諒，朝暮相處的母親啊，您是否聽(tīng)到您女兒多年的吶喊?
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