The best way to teach is to praise positive actions and ignore negative ones.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
Since ages, teaching has been revered as a profession or a responsibility that is pious and very substantial for a society’s empowerment and growth. Thus most of the theories and practices concerning the teaching methods are often viewed critically and are agreed upon only if tends to produce positive results. The issue in question here cannot be rejected outright. Yes, praising a student for his positive actions imminently leads to his morale and confidence getting a good boost. This will further enable him to perform better or be more inclined to do things that are positive by nature. But the downside of the argument is that while it gives a good boost to the positive side, it completely ignores the other end of the spectrum. This deliberate ignorance could be harmful.
For example, for a student in his late teens undertaking a higher graduate course, focusing on his positive actions or areas is very helpful. At that period of his education, he is expected to hone his natural skills and advance in a direction that he can excel. Thus praising him for his positive results on a subject topic is of great importance. But for a young boy heading to an elementary school, it is more important for a teacher to build in him a well-balanced, all-rounded personality that is not streamlined on a fixed path but projects outwards in all directions.
This can only be achieved if he is taught to not only improve his positives but also overcome negatives that are present in his nature. What would happen to a genius mind if he is praised with accolades and applause so much so that his extremely rude and insensitive attitude is conveniently ignored? That kid might remain unexplored and unpopular because his tantrums overshadow his genius. Thus it is very important for a teacher to praise one’s positive actions but also censure and contain his or her negative actions and actively work towards eventually excising that negativity from his or her personality.
One who teaches someone something is not only acting as an aid to that someone’s strengths but also as a reminder and a critic for the negative aspects of the person. Thus completely ignoring one’s negative actions and purely being fixated on praising the positives shall adversely lead to the diminishing of the positives also. Because a teacher’s role in a student’s life is as important as a parent’s role is.
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Grammar and spelling errors:
Line 1, column 155, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
... society's empowerment and growth. Thus most of the theories and practices conc...
^^^^
Line 5, column 393, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...use his tantrums overshadow his genius. Thus it is very important for a teacher to p...
^^^^
Line 7, column 173, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...for the negative aspects of the person. Thus completely ignoring one's negative...
^^^^
Line 7, column 334, Rule ID: ALSO_SENT_END[1]
Message: 'Also' is not used at the end of the sentence. Use 'as well' instead.
Suggestion: as well
...ead to the diminishing of the positives also. Because a teacher's role in a stu...
^^^^
Transition Words or Phrases used:
also, but, if, so, thus, well, while, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 41.0 33.0505617978 124% => Less pronouns wanted
Preposition: 38.0 58.6224719101 65% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2029.0 2235.4752809 91% => OK
No of words: 405.0 442.535393258 92% => More content wanted.
Chars per words: 5.00987654321 5.05705443957 99% => OK
Fourth root words length: 4.48604634366 4.55969084622 98% => OK
Word Length SD: 2.98954740554 2.79657885939 107% => OK
Unique words: 216.0 215.323595506 100% => OK
Unique words percentage: 0.533333333333 0.4932671777 108% => OK
syllable_count: 664.2 704.065955056 94% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 48.5764003058 60.3974514979 80% => OK
Chars per sentence: 112.722222222 118.986275619 95% => OK
Words per sentence: 22.5 23.4991977007 96% => OK
Discourse Markers: 2.72222222222 5.21951772744 52% => More transition words/phrases wanted.
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.172512563054 0.243740707755 71% => OK
Sentence topic coherence: 0.0611649215809 0.0831039109588 74% => OK
Sentence topic coherence SD: 0.0463397375915 0.0758088955206 61% => OK
Paragraph topic coherence: 0.114532832741 0.150359130593 76% => OK
Paragraph topic coherence SD: 0.0229155101655 0.0667264976115 34% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 13.4 14.1392134831 95% => Automated_readability_index is low.
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 12.07 12.1639044944 99% => OK
dale_chall_readability_score: 9.02 8.38706741573 108% => OK
difficult_words: 110.0 100.480337079 109% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.