[研究生入学考试题库]考研英语(一)阅读理解分类模拟题87.docxVIP

[研究生入学考试题库]考研英语(一)阅读理解分类模拟题87 Reading ComprehensionPart AText 1 When Kelsey Sisavath enrolled as a freshman at Lincoln Alternative High School in Walla, Washington, in the fall, her mother was struggling with drug addiction. She was angry, depressed, and suicidal. Her traumatized brain had little room to focus on school. Today, much has changed in Kelseys life. She graduated from Lincoln this spring with a 4.0 GPA while also taking classes at a community college. She is articulate, confident, and happy. Kelsey believes Lincoln changed her life.  Neuroscience tells us that the brains of kids regularly facing significant trauma or toxic stress are wired for survival and likely to erupt at the smallest provocation. A major study of Adverse Childhood Experiences (ACEs) by the Centers for Disease Control and Kaiser Permanente found that the higher a young persons ACEs score, the greater the risk in adulthood of chronic disease, mental illness, and premature death. These children also have a far greater future likelihood of either inflicting or being the victim of violence.  Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment. Teachers like to tell students that if they work hard they will succeed—that it is in their control to pay attention, do their homework, and perform well in class. But those assumptions dont work for children growing up in high-stress environments, such as those living in poverty, said Jim Sporleder, the former principal of Lincoln.  At Lincoln, the teachers and staff follow a few deceptively simple rules: Dont take anything the student says personally and dont mirror their behavior with an outburst of your own. The teachers give students time to calm down, often in the principals office or a special quiet room. Later, they inquire about what might be bothering them and ask if they want to talk about it.  Such seemingly straightforward techniques are actually bas