环球英语 — 433：Changing Behavior with Sticker Charts

　　Voice 1
Welcome to Spotlight¹. I'm Adam Navis.
Voice 2
And I'm Liz Waid. Spotlight uses a special English method of broadcasting. It is easier for people to understand, no matter where in the world they live.
Voice 1
Do you know a child who likes to say, "No!"?
As any parent knows, children sometimes refuse to do what they are told. It can be very difficult for parents.
Parents get angry. Sometimes, children march around, lie on the ground, or even hit.
Voice 2
This is not much fun for either parents or children. But there is another way. Today's Spotlight is on sticker charts. Sticker charts are a good way to praise, punish and teach children. And they help parents stay calm and in control.
Voice 1
It is difficult to raise children. Even well-behaved children can cause problems. Parents want their children to grow into healthy, strong adults. But it is difficult to know the best way to do this. Parents may try punishment, shame, shouting or hitting. But these teach children to deal with their problems with violence². Is there a way to teach children about good behaviour without anger? One method that has worked for many people is called a sticker chart.
Voice 2
A chart is any piece of paper with a series³ of squares. The squares are where parents will place the stickers. Stickers are pieces of paper that will attach⁴, or stick, to other things. They come in many shapes and sizes. They can be shaped like animals, faces, stars, or something else the child enjoys. When a child does something good, the parent attaches⁵ a sticker to the square on the chart. When the child has filled all the squares with stickers, she receive a prize.
Voice 1
Imagine a child leaves his playthings all over the house. His parents want him to clean up at the end of the day. They tell their son that every time he cleans up his things, they will put a sticker on the chart. They ask him what a good prize would be for filling the chart. He says, "I want to help cook a meal!" Everyone agrees that this is a good prize.
Voice 2
They put the chart where the child can see it. Their son still sometimes forgets to put away his things. So his parents simply do not award a sticker for that day. Their son wants more stickers so he begins to put away his things more often. And when he fills his chart, he gets to help cook a meal. It is a fun event the whole family can enjoy.
Voice 1
This may sound like a good idea. But before creating a sticker chart, Child Psychologist⁶ Erin N. King says there are a few things to remember.
Voice 2
First, the goal should be stated positively⁷. It is better to say, "John will keep his hands to himself." than, "John will not hit other children."
Voice 1
Also consider how long the child must behave. It is difficult for a child to behave all day. If she makes a mistake in the morning, she will have no reason to behave for the rest of the day.
Voice 2
Finally, address only one or two behaviours at one time. Children are still learning⁸ how to control themselves. Too many goals can be too much to remember.
Voice 1
You must also consider the age and ability of each child. If a sticker chart is too complex⁹, the child will not be able to understand it.
Voice 2
You may also consider letting the child create the sticker chart, choosing the goals and the prizes. This will help the child feel involved. It will increase the chance that the sticker chart will work to change behaviour.
Voice 1
Sticker charts have several advantages for parents. They do not require parents to shout at, hit, or shame the child. These teach children to solve problems with violence. When parents have a bad day, they may be less able to deal with children than on a good day. But sticker charts help stop parents from letting how they feel shape how they treat their children.
Voice 2
And children like sticker charts too. Children need structure¹⁰ they can depend on. This makes them to feel safe. Feeling safe is an important part of learning and growing. Sticker charts show children what parents expect of them. Sticker charts also show progress. Children can see what they have done. They can follow along as they work toward¹¹ a goal.
Voice 1
Sticker charts do not always work. Some children are too young to understand them. A good age to begin is around three years old. As children grow, both their goals and prizes need to grow too. A sticker chart will not work if the goals are too simple or the prizes too small. Also, sticker charts do not work unless parents follow the rules. When a child does not earn a sticker, some parents will feel bad. They will give her one anyway. This teaches her that her parents will give her what she wants even if she does not behave.
Voice 2
And finally, some children simply do not react¹² to sticker charts. They just do not seem to care. This can be difficult for parents. Especially when one child reacts¹³ well to sticker charts and another child does not. This shows that the relationship between parent and child is always more important than a tool like a sticker chart.
Voice 1
It is possible that children should behave because their parents tell them to. Or they should behave because it is the right thing to do. But children do not behave. They have to learn right behaviour. Being a parent means¹⁴ teaching¹⁵ your children. One mother, named Emily, did not think sticker charts would work for her. She says:
Voice 3
"For the longest time, I was negative about sticker charts. There was no way my children would get into it. But here is the truth about sticker charts: they work. Really, really well. Not for all our children, but our middle child loves it. The sticker chart shows him exactly what we expect. He likes the little squares that he can fill in with stickers. He stands in front of the chart and counts his stickers. He counts how many his brother has. He counts how many he needs until the next prize. All it takes to help him behave is for me to look in the direction of the sticker chart."
 

1 spotlight   

n.公众注意的中心，聚光灯，探照灯，视听，注意，醒目

参考例句：

• This week the spotlight is on the world of fashion.本周引人瞩目的是时装界。
• The spotlight followed her round the stage.聚光灯的光圈随着她在舞台上转。

2 violence   

n.暴力，暴虐，暴行，猛烈，强烈，强暴

参考例句：

• It was an absolutely senseless act of violence.这是毫无意义的暴力行为。
• They attacked with violence.他们猛烈攻击。

3 series   

n.连续；系列

参考例句：

• The students have put forward a series of questions.学生们提出了一系列问题。
• He gave forth a series of works in rapid succession.他很快连续发表了一系列的作品。

4 attach   

v.附上，使依恋，爱慕

参考例句：

• I do not attach much weight to the theory.我不十分重视这学说。
• I advise you not to attach yourself to the party.我劝你不要参加这个党。

5 attaches   

贴上，系，附上( attach的第三人称单数 )； （有时不受欢迎或未受邀请而）参加； 把…固定； 把…归因于

参考例句：

• Mother attaches a great deal of value to good manners. 妈妈很重视礼貌。
• No suspicion attaches to him. 他无可怀疑。

6 psychologist   

n.心理学家；心理学研究者

参考例句：

• Dr.Sinclair is a child psychologist.辛克莱博士是一位儿童心理学专家。
• Psychologist is expert who studies at psychology.心理学家是研究心理学的专家。

7 positively   

adv.明确地，断然，坚决地；实在，确实

参考例句：

• She was positively glowing with happiness.她满脸幸福。
• The weather was positively poisonous.这天气着实讨厌。

8 learning   

n.学问，学识，学习；动词learn的现在分词

参考例句：

• When you are learning to ride a bicycle,you often fall off.初学骑自行车时，常会从车上掉下来。
• Learning languages isn't just a matter of remembering words.学习语言不仅仅是记些单词的事。

9 complex   

adj.复杂的，合成的，综合的；n.联合体

参考例句：

• What he said was too complex for me to understand.他说的太复杂了，我无法了解。
• Justice is part of the complex machinery of the law.正义是复杂的法律机器的一部分。

10 structure   

n.结构，构造，建筑物；v.构成；

参考例句：

• Doctors study the structure of the human body.医生研究人体构造。
• A flower has quite a complicated structure.一朵花的结构相当复杂。

11 toward   

prep.对于，关于，接近，将近，向，朝

参考例句：

• Suddenly I saw a tall figure approaching toward the policeman.突然间我看到一个高大的身影朝警察靠近。
• Upon seeing her,I smiled and ran toward her. 看到她我笑了，并跑了过去。

12 react   

vi.起反应，起作用；反抗，起反作用

参考例句：

• She didn't look up or react in any way.她既不抬头，也没有任何反应。
• How did he react to your suggestion?他如何对待你的建议？

13 reacts   

起反应( react的第三人称单数 )； 反对； （对食物等）有不良反应； 物质起化学反应

参考例句：

• A dog reacts to kindness by wagging its tail. 狗摇尾巴以报答人们的爱护。
• The eye reacts to the light. 眼睛会对光作出反应。

14 means   

n.方法，手段，折中点，物质财富

参考例句：

• That man used artful means to find out secrets.那人使用狡猾的手段获取机密。
• We must get it done by some means or other.我们总得想办法把它干完。

15 teaching   

n.教学，执教，任教，讲授；(复数)教诲

参考例句：

• We all agree in adopting the new teaching method. 我们一致同意采取新的教学方法。
• He created a new system of teaching foreign languages.他创造了一种新的外语教学体系。