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Re: 你的小朋友內向嗎?有幾內向?

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阿迅媽

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Re: 你的小朋友內向嗎?有幾內向?

我個仔已經4.5歲, 佢都係好怕羞
見親戚朋友, even同學, 佢笑笑口, "mei"埋我身後面,
叫佢叫人,佢一係笑笑口唔出聲, 一係就好細聲,
試過同佢同d朋友去飲茶, 可以成餐茶一粒聲都無出過,
不過, 但佢0係學校老師話佢都會撩其他同學傾計,
咁即係話佢只會同佢識嘅人玩.
佢去到公園如我同其他小朋友一齊玩, 佢都會加入,講野仲好大聲....

比佢激死

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發表於 07-1-2 18:09 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

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發表於 07-1-2 23:58 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

hi

我想你的小朋友不須要接受任何治療，他並沒有disorder，只是他的天生氣質罷了。

給以下你參考下丫﹗

A highly sensitive child

A highly sensitive child is one of the fifteen to twenty percent of children born with a nervous system that is highly aware and quick to react to everything. This makes them quick to grasp subtle changes, prefer to reflect deeply before acting, and generally behave conscientiously. They are also easily overwhelmed by high levels of stimulation, sudden changes, and the emotional distress of others. Because children are a blend of a number of temperament traits, some HSCs are fairly difficult--active, emotionally intense, demanding, and persistent--while others are calm, turned inward, and almost too easy to raise except when they are expected to join a group of children they do not know. But outspoken and fussy or reserved and obedient, all HSCs are sensitive to their emotional and physical environment.

Is my child highly sensitive?
One way to know is to complete the online questionnaire 'Is Your Child Highly Sensitive?', which also provides a good sense of what is meant by a "highly sensitive child." The items come from a longer list given to over a hundred parents and then statistically selected to best identify HSCs. It is one way to know if a child is highly sensitive, but not always accurate for a given child. Another way to know is to read more about the trait and decide for yourself.

So, what now?
First, appreciate that this is a wonderful trait. It is no illness or syndrome. Nor is it something new I made up or "just discovered." It is an inborn temperament or style that is found in about twenty percent of children and of nearly all animals. Anything so persistent is not abnormal. It represents a strategy of taking everything into account before acting (the other, more common innate strategy is to act quickly and be first, then think later). The trait serves an important purpose for the individual sensitive person and for the larger society--for example, sensitive persons sense danger and see the consequences of an action before others do.

Unfortunately, the trait has been somewhat misunderstood in our culture, so that most psychologists and parents tend to see only one aspect of some sensitive children and call this trait shyness, inhibitedness, fearfulness, fussiness, or "hyper" sensitivity. If one could see inside the mind of a sensitive child, however, one would learn the whole story of what is going on--creativity, intuition, surprising wisdom, empathy for others...

But, for all of that to blossom, they absolutely must be raised with understanding. Otherwise, as adults they are prone to depression, anxiety, and shyness.

So, the second "what now" might be to read The Highly Sensitive Child. I wrote this book because so many adults were telling me that their childhoods were excruciatingly difficult, even when their parents had the best intentions, because no one knew how to raise them. Parents and teachers told them there were "too sensitive" or "too shy" or "too intense." They tried to change and could not, and so felt increasingly isolated or ashamed. My hope is to spare some children such unnecessary suffering and the world the waste of so much talent, because HSCs have a tremendous amount to offer the world. But they do need special handling. They need to be appreciated, to have their special needs and sometimes intense reactions and behaviors understood, and, when correction is needed, they need to be handled with special care so that they do not become anxious or ashamed of their failure.

This book is rooted in years of my experience as a psychotherapist and consultant to HSPs and parents of HSCs, plus interviews with parents, teachers, and HSCs themselves for the book. Then there are my experiences from my fumbling efforts to raise an HSC before I knew what that was. And there's what I know from having been an HSC myself.

Again, few parents and teachers understand this trait-–and as a result, HSCs are often mislabeled as "problem children" (and in some cases, misdiagnosed with disorders such as Attention Deficit Disorder). But raised with proper understanding and care, HSCs are no more prone to problems than nonsensitive children and can grow up to be happy, healthy, unusually well-adjusted and creative adults.

誰會直率地說出所認識的真實？有所認識的少數人，愚蠢地不隱蔽自己充實的心，向愚民們說明他們的感情和見識，他們總是被人磔死或燒死。歌德 <<浮士德>>入來做下test，不同的人對事情有不同的看法和感受﹗

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發表於 07-1-3 00:02 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

以下是<給老師的二十個tips>的英文原裝版﹕
節錄自 the highly sensitive child 的最後附錄中作者elaine n. aron,ph.d thorsons
li本書在香港公共圖書館可以借閱。

Highly Sensitive Child Twenty Tips For Teachers
-------------------------------------------------------
1.Expect that every class will have a wide range of biologically based temperaments and about 15to20 percent will be highly sensitive children (HSCs). HSCs are born with a nervous system that causes them to prefer to observe all the subtleties in a situation and to process all of this information deeply before acting. As a result, HSCs tend to be highly reflective, intuitive, and creative (having a strong sense of ow things came to be how they are and what could happen next); conscientious and concerned about fairness and what others are feeling; and aware of subtle changes, details, or “what’s missing in the picture.” The trait also causes them to be more easily overwhelmed and hurt, both physically and emotionally; slower to warm up or join in : misled by their holding back ---- they offer you an opportunity to develop unusual gifts.

2.Regarding HSCs genetically based behavioral variation cannot be altered, is perfectly normal (the same percentage with the trait is found in almost every species), and has advantages and disadvantages, depending on the situation.

3.They often have useful insights and strategies for working with their children. They also need reassurance from you: At home they see a bright, competent, outgoing child and fear that at school you will ee someone quite different.

4. If you run into problems with an HSC, consult the child’s previous teachers to learn what strategies worked in the past. Do not assume HSCs are being defiant or are seriously disturbed when they do not respond as you expect. With these children, a good fit between their temperament and their environment is everything. When they are older they will adapt to their world, but at first they need it to adapt to them.

5.Be creative with HSCs, because they are. Select curriculum for them from the visual and performing arts; offer creative writing exercises or clever problems to solve. Choose literature that deals with complex moral issues or emotional themes. Because HSCs often have rather adult minds, let them become involved with you at recess or lunchtime, helping you clean or set up class projects. Because HSCs have close ties with nature, they may thrive with a project involving plants, gardening, or a class pet. And because they are good at grasping others’ intentions and nonverbal communications, they may be the best choices to assist students not yet proficient in English.

6. Watch the arousal level of your HSCs. Everyone feels and learns best when in their optimal level of arousal—neither over- or under excited. HSCs are more easily overaroused and overstimulated than other children and need more calm around them and more down time to process their experiences. This is a factor in all of their school efforts. Because recovery from overarousal requires at least twenty minutes, when possible it is better to prevent overarousal in the first place. Further, once school is associated with acute or chronic states of overarousal, a student will dread attending and become overaroused simply by the thought of it .

7.Balance pushing and protecting. Studies find that for secure HSCs, small doses of overarousing situations at the start of the school year can leave them less prone to overarousal in the same situations later in the year. But HSCs already highly stressed will be hurt from such pushing. Try to sense when a child is ready to be pushed and when you need to back off. But try to avoid having to completely exempt HSCs from what is a turn at bat). This will only discourage them about their future and make them feel flawed. Watch for the right time to ask them to perform; prepare them in stages (a presentation to one our child, then a few more, then reading to the class, etc.) ; or find easier than hitting a baseball). See that each step is successful enough and praised enough by you that they will be eager to try the next one.

8.Plan ways to prevent unnecessary overarousal in the classroom. For example, with younger children, switch to calmer activities, take the class for a walk, or offer fee choices, encouraging the HSCs to do something quiet. With older HSCs, give them increasing responsibility for finding ways to soothe themselves and manage how they express their reactions. For example, agree ahead of the “quiet reading corner” (try to have one, set off by low bookshelves) or leave the room for a few minutes to get fresh air, a drink of water, or stand in the hall. If HSCs have trouble asking you questions in front of the class, give them a card to set on their desk to signal that your help. is needed Do not chastise HSCs for needing instructions privately repeated.

9.Allow HSCs to integrate at their own pace. In kindergarten and the start of middle school or junior high it may take weeks, months, or even a year for HSCs to adjust to the new environment. Especially when very young, if they don’t want to join in , let them take their time. They may simply need to observe for a while. Do not give them too much attention—this will only slow down the process. Do not label this behavior as shyness or fear. Being cautious does not lead to fear unless the caution proves justified. Remember, HSCs are conservative; they do not like to take risks until they feel safe, and to them their school day already seems full of risks.

10. When trying to promote class participation, again, keep the arousal low, the child relaxed. With older HSCs, invite them to speak up in class by reading out loud, if they read well , or first sharing in pairs. Make silences comfortable. Praise them for what they do say without commenting about any difficulty they had. Remain confident that when they feel secure, they will have a great deal to share. Indeed, they often become the most talkative, creative, lively students.

11. Be aware that sometimes your attention, although it is meant to be helpful, will only increase an HSC’s arousal. For example, it may help to look away rather than watch them when you address them. During times such as show-and tell, do not put them on the spot with questions. Instead, share your on similar experiences (the name of your own dog, your own trip to he beach this year) and leave room for a response. In classroom discussions. Invite HSCs to participate and give them a moment to respond; if they say nothing , then proceed as if nothing unusual has happened or offer a possible response, such as “Maybe you were thinking….” Or “Would it be right to say that you think…?”

12. Break tasks into small steps --- with HSCs it will save you time in the long run. If an HSC is becoming anxious, back off and make the task smaller and easier. For example, when preparing a young HSC to go home (a big transition at a time when the child is already tired), the task can be make into many small parts. Do not ask HSCs to “get ready to go home,” but to “please find your jacket in the coat room,”

13.Adapt your evaluation procedures to temperaments, if possible, at least at first. During tests. Evaluations, or recitals in class, keep HSCs, relaxed if you wish to see their true abilities. By nature they have more information ro process in every situation, and that takes time. So does retrieving that information. Deeply processed, complex information is difficult if not impossible to access in high states of arousal. When there is time pressure or too much attention focused on the student or the outcome, there is always high arousal. Especially at the outset, have a variety of ways for HSCs to demonstrate what they have learned (visual artwork, oral presentations, creative writing, essays, etc.). Start with what is easiest for them, then progress to quizzes for which they are well prepared, untimed tests, and finally timed exams. You wan to gradually train them to tolerate more arousing evaluation procedures by making each increment as successful as possible.

14. Warn HSCs well in advance about changes in classroom routines or the approach of special trips or events. This way they will adapt easily, rather than creating problems.

15.Recognize when certain undesirable behaviors may be due to temporary or chronic overarousal. When overaroused, some HSCs withdraw and seem distracted, dull, forgetful. Unmotivated. Anxious. Depressed, or timid; others will become overly emotional. Perhaps teary or irritable; some will be hyperactive or distractable, as if having ADHD, or even quite aggressive. But in each case, when the stimulation is reduced they are fine. When attempting to stop a behavior, first acknowledge to the child the cause of it, perhaps saying “You must be feeling pretty overwhelmed righy now.” Then suggest ways to handle the overarousal, such as “Perhaps you could use some time in the quiet reading area.” And at some point, perhaps later, suggest what to do next time: “”When you feel overwhelmed, please tell me before you become so upset.”

16.Never use harsh discipline on HSCs. They tend to be extremely rule conscious and usually only require gentle, private reminders. For some, just knowing they made a mistake will reduce them to tears. If reprimanded, punished, or embarrassed, they are likely to recall the distress and associate it with you and the subject matter., but have little memory of the information you wanted them to learn.

17.Look at the classroom environment from an HSC’s perspective. If it is crowded, noisy, hot ,cold, stuffy, dusty, glaringly lit, or cluttered, all of this wil limpact HSCs more. Make whatever improvements you can, because they are warning you of conditions that are affecting all of your student to some degree.

18.Help HSCs with any social difficulties they may have. Give them time to solve things on their own, but if an HSC seems to be suffering for several days or is consistently withdrawn, isolated, rejected, teased, or bullied, consider intervening and also warning parents and counselors. HSCs can be slower making friends and need some help (see the next tip). They also may act in ways that other children can misunderstand. Their tears, for example, can be seen as weakness; their need for personal space as fussiness; and their moments of overwhelming frustration as unreasonable anger. Further, they can be favorite targets for teasing or bullying because they are so easy to upset. But the latest thoughts on ejecting, teasing, and bullying are that adults need to create an atmosphere in which the underlying attitudes (differences should be ridiculed, more aggression should be directed toward the least aggressive class members) are replaced by acceptance and respect for everyone. Keep reminding your students that people simply come in different “flavors,” and these should not be automatically judged as either weaknesses or tickets to stardom.

19. Help your HSCs form close friendships. HSCs thrive in one-on-one relationships and usually need only one good friend for their social and emotional well-being, but that one is essential. Try to have their best friend from last year or from their neighborhood added to your class, seat HSCs together, pair them for tasks so they can get to know each other.

20. Older HSCs benefit greatly from adult mentoring and recognition of their sometimes exceptional abilities. Often they are ready quite early to move into adult levels in one or more areas, an important boost to their self-esteem. And they are frequently so inspired—by beauty, the need for social justice, their spiritual experiences. Or simply their deep emotions—that they will suffer if they cannot find an outlet for self-expression. Encourage them to try different media until they find what suits them (poetry, dance, visual arts. Acting, speaking, and writing—and do not forget writing for the school paper, or starting one if none exists).

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發表於 07-1-3 10:25 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

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發表於 07-1-3 10:48 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

miffy

其實資料書本裡頭有好多方法告訴如何跟他們相處。

我仔仔都無做過任何治療，雖上過一些社交班，但係無乜用。

其實最重要係父母先接納他們的特性，不要先行判定了他們是不正常，係有disorder，不停強調他們有問題，不合群，強逼他們不願意參與的活動...那麼，他們便不會也認為自己咁樣係有病或有問題，免影響自信。

我阿仔這一兩年來在社交上已有很大進步。
主要是找對合適的學校，不勉強他去做他不願意的活動等，而學校的老師又願意和我溝通和了解，"循序漸進"，給他足夠的安全感讓他慢慢嘗試，切記操之過急，如此，他愈來愈有自信心，真係大膽左好多，也無咁內向，愈來愈適應外間...，由上堂最不敢發言的一個(老師主動叫佢佢都故意話唔識唔想答)，變成最多舉手答問題的一個，有次還有全校面前自己舉手上台答問題添。(我也嚇了一跳﹗)

除非孩子已經有嚴重心理問題，如小時候在未準備好時被強逼參與他們不想參與的社交活動和表演項目等等，又在幼年時，強逼他就讀他很抗拒的學校，嚇親左...咁，否則，只要我們了解他們的特性，知道如何跟他相處，順著他的特性協助他們適應，係絕對唔駛任何治療，他們會慢慢建立對外間的安全感和自信心，漸漸會愈來愈適應。因為li種特性唔係病，而且其實他們通常都是比較聰明的孩子。

但如果佢地缺乏自信和已產生陰影之下，適應能力會更困難，如果真的有了心理問題，這自然便要接受治療或輔導﹗
但據我所知，香港對這類特性的人的了解不多。
:mrgreen:

我阿仔在睡眠質素上都唔係好好，經常發夢，而且十分清晰，常可以醒後告知內容和情節，很有趣，但我知道，通常想像力豐富的人都會如此(唔計那些白天玩得厲害或躁熱後的因素)，阿仔三歲時已會告訴我他的夢境。所以，我可以做的是盡量不要讓他白天過於疲累便行了。

miffy 寫道:
睡覺

thank you for your info.

我都有睇過本書關於sensitive child, 我仔被講中99%, 佢還是一個淺眠者tim, 我都唔可以坐視不理, 要想法子幫幫佢o架。

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發表於 07-1-3 11:22 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

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發表於 07-1-3 12:54 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

miffy

以前，我阿仔的內向都係對外，特別係陌生或人多的場合。在家則多嘴都不得了，皮得很。

我以前也是因替他報活動，而他又抗拒而浪費了不少錢。又如果是小組學習，即使他聽你話去上課了，但通常效果都係強差人意。他跟著小組學小提琴，結果學了兩三個月都幾乎得個吉，且亦提不起他的興趣，但替他找單對單私人教授的，他回來後告訴我，他最愛小提琴了，老師還說他學一堂等於其它小孩學四堂。心想，好吧，反正他又不是沒有別的途徑學習社交。

不過，他五歲半打後，很多扭怩的行為已逐漸改善。
我以前以為佢會一直都係咁，但原來佢係會在慢慢長大過程中適應下來的。

我以前帶阿仔到公共場合，如一些幼稚園的開放日，他一開始時就一直拉著我們不肯去玩，我們不停鼓勵他，他都唔肯，我地心想，唉，怎麼其它小孩子一來到，個個開開心心咁走去玩，(好吸引嘛﹗咁多玩意喎) 但我阿仔則拉著我們站在一旁看呢？有時什至會叫我們離開。我和老公都覺得有點懊惱。

現在，間唔中遇到他不想停留的場合，我們都不會太過勉強，因為他已經有很大進步。

其實，其實如果你真的把那本highly sensitive child睇晒，你一定不會過於擔心的，裡頭已指出我們的孩子並沒有問題，講出左因由，亦教了很多幫助他適應外界的方法。書中都有很多有關他們為何有如此心理的描寫，要我們學習如何欣賞他們的特性，你試下同老公再看幾遍丫﹗

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發表於 07-1-3 13:18 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

睡覺,

好耐冇在同一topic 傾了.
好多謝你既分享,實在很有用.
我記得我女女同你仔仔既情況很相像的.
又再一次提醒下我.

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pakwong

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發表於 07-1-3 16:42 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

jerrychan999999 寫道:
我個小朋友唔like太多人的地方,老師
叫佢去參加上台表演佢很怕羞唔去,
參加課外活動要我陪,話其他人佢唔識.....
但佢好鐘意貼住我.....但很聽話,佢係男仔4yrs
是否很很很內向呢?佢平時都是同我一齊多....
點治療好?有無邊度可以幫到我
謝謝

我仔仔都係咁,有時仲唔願出街,要係屋企 :cry: :cry:

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堯堯豬媽

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發表於 07-1-3 17:46 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

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kingawa

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發表於 07-1-3 17:50 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

我個勁外向

我是4歲的澤銘,我最愛跑來跑去,破壞看得到的一切東西,和最愛車車

ようこそ！ご覧で下さい !

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發表於 07-1-3 21:58 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

li本好似仲未出，但遲早都應該有中文版，同一系列較早出版的就有翻譯。

包括 highly sensitive person, (敏感元素)
http://gobooks.com.tw/BookDetail.aspx?bokno=DI003&catalog=intro#top

the highly sensitive person in love (愛情元素第六感)
http://gobooks.com.tw/bookdetail.aspx?bokno=DI012

還有一本是有關敏感人士的職業的翻譯版，不過我忘了書名，我沒有買，只買了上述兩本。但香港唔知買唔買到，我頭一本係香港買，但後來我朋友想買都買唔到，要係網上訂，另一本則我托人係台灣買回來。

至於child果本係這系列中最遲出版的，所以可能仲未翻譯成英文版吧？

睇頭一本(敏感元素)都已經會得到好多資料。
======
please收 pm..

堯堯豬媽寫道:
睡覺

"A highly sensitive child"呢本書有無中文版架???

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發表於 07-1-4 10:13 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

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發表於 07-1-4 11:07 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

MIFFY
可否告知你那本中文版的書的原著是 the highly sensitive child 作者elaine n. aron, ph.d. 那本嗎？

我想知這本書是否出了中文版

我等左好耐.....

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你小朋友真的十分敏感，照顧佢你們一定超級辛苦吧？

影響到在校的表現是在所難免。不過，隨著年齡漸長，佢會慢慢比以前好的。我阿仔而加六歲了，一年比一年好，以前的日子很艱辛，我不知道你小孩除了敏感，是否也像我個仔咁仲超級頑固和愛唱反調。

由於種種不適應，佢幼稚園都轉左三間(cp話唔好逼佢)，最後一間，高班了，我同佢報讀下午班，少d人，讓佢慢慢適應。高班考唱歌時，佢唔敢一個人唱，老師就搵一個同學陪佢唱，而加小學了，佢大膽左好多，敢一個人唱了。幼稚園班主任在學期尾時同我講，佢話我俾佢選讀下午班係正確的，他不愛多人，而且，老師在照顧怹方面時間也夠充裕。他是愈來愈開放自己了，不過只係相較以前。你小朋友四歲半，還小，慢慢會有進步的。

又佢在幼畢時上台取獎(如親子閱讀計劃那種人人有份)，我同佢排隊等上台時，佢忍不住不停流眼淚，哭了起來，或許那兒人太多了....
他總是戰戰兢兢的。後來暑假我同佢報圍棋比賽，因佢愛圍棋，所以佢無拒絕，我最初都怕他不行，人咁多，又陌生。但最後佢都成功過關。事後佢同我講，其實那次比賽他是很害怕的。

之後，再參加了幾次公開比賽後，佢愈來愈習慣和適應了，包括人多場合及獨自上台等動作。當然，所謂的習慣並不代表他喜歡，他一點都不愛人多吵鬧場合架。

不過，我個仔比較變幻莫測，佢可以突然變得好極端，很主動，但有時又變了另一個人，搞到唔同ge人對佢有好極端唔同的評價。 ?-(

我給你一些有關資料丫，或許你睇那本並不是我所說的那本，因我家也有兩本關於敏感的中文翻譯書，但我覺得沒那本英文的好。

其實只要對小朋友有幫助的輔導或遊戲課程，你都可以試著給他去上的。如果是小組式，或許找只有兩三個小朋友那一種，然後等佢習慣左再"加"上去。我阿仔由高班十二人加到下學期十四人，再加到而加一班二十多人，到將來中學三十多人也無問題了。少一點同學，他會較易學習社交技巧，老師也較易協助佢去和別的孩子相處，在班上訓練表達的機會也多些，因為人少，一定輪得到你。

請收pm

miffy 寫道:
睡覺

我睇那本書叫the sensitive child是中文版, 我在page one買, 本書有講關於sensitve child, 行為成因, 點處理佢, 但我覺得未算最好, 例如我仔去學校旅行好樣衰, 全班同學+家長玩遊戲, 全班得佢自己一個同我坐埋一邊睇, 完全無參與, 本書講呢d case當然是由得佢, 因佢特質是做唔到出去玩, 但咁樣對佢在學校performance是有影響。

我朋友介紹了一間由專家教eq, 和有班針對怕羞的小朋友, 我想去試下, 但老公話順其自然。

佢身體都好sensitive, 佢細個2歲開始, 除了要自己簡衫著外, 佢搵晒全件底衫/底褲d label出來叫我剪咗佢, 話刮住 (我買made in japan的底衫比佢是好soft, 其實是無問題), 或者著鞋時, 隻襪在鞋入摺住少少, 佢都話刮住佢, 要除隻鞋拉番。

仲有佢情緒都敏感, 例如出街小小野, 佢摸到好污糟嘅野, 同佢去洗完手, 佢全程無mood, 話要即刻番屋企。

我有時揍佢都好煩, 我知道佢性格, 平時兩母子就無所謂, 但好似在學校, 或者番興趣班, 一對外佢有呢d行為, 就攪到我好頭痛。

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TszwingMo

複式洋房

積分: 257

18^#

發表於 07-1-4 11:22 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

Dear Miffy,

My girls is 4.3 years old. She have exactly the same as your boys even his body.(佢身體都好sensitive, 佢細個2歲開始, 除了要自己簡衫著外, 佢搵晒全件底衫/底褲d label出來叫我剪咗佢, 話刮住 (我買made in japan的底衫比佢是好soft, 其實是無問題), 或者著鞋時, 隻襪在鞋入摺住少少, 佢都話刮住佢, 要除隻鞋拉番。)
When we eating outside and taking a bus, if she found the seat is a bit dirty even though we clean it already, she will not sit on it, very trouble.

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babebabe1120

積分: 2016

19^#

發表於 07-1-4 12:18 |只看該作者

Re: 你的小朋友內向嗎?有幾內向?

睇到呢個topic 實在忍唔住都要入嚟睇吓~~
因為我以前補習個細路都應該係好敏感!

佢係單親家庭長大, 媽咪要搵錢, 所以冇時間理佢, 好細個時係婆婆湊, 大個d 就係姨媽湊, 而家同媽咪同埋媽咪個男朋友一齊住. 因為媽咪見佢成績好差, 於是幫佢搵補習, 搵咗幾個, d 姐姐都話佢太難教, 我初初幫佢補時, 佢都係成日dup 低個頭唔講嘢, 問佢咩都答唔知.... 問佢有咩功課, 佢話唔清楚, 問佢肚唔肚餓佢都答唔知..... 如果迫佢溫書, 佢會喊..
每一日佢都係放學返到屋企自己一個人, 玩筆, 睇電視.. 呢兩樣嘢係佢必做, 佢唔想出街, 去邊都唔想, 亦唔想見人...

都唔知可以點幫佢, 我幫佢補習時係六年班, 因為近呢一兩年真係好忙, 只可以一個月見吓佢一兩次, 而家佢都f.2 喇
:-|

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