“The best way to teach is to praise positive
actions and ignore negative ones.”
The act of teaching — whether it is to teach a child basic mathematics or to show a new employee the ins and outs of the job — is a difficult process, and how successful someone is at teaching another person is highly dependent on how well the teacher and the student understand each other, and how well they work with each other. As such, to claim that the “best” way to teach is either to praise positive actions or punish negative ones may simplify the complexities of teaching, where different situations and personalities might require different styles of teaching. What teaching requires is not an adherence to either reinforcing positive behavior or criticizing negative actions, but rather a balance between the two.
To begin with, to only criticize someone for what they are doing wrong can demoralize the person, which can have deleterious effects on their learning. For example, when teaching someone piano, telling them that they are playing their piece wrong or that their scales are incorrect could cause the student to feel as if they will never be able to play piano correctly. In these cases, it is more fruitful to also praise the child when they do play scales correctly or when they improve, so that they may recognize that even though they are still far from perfect, they are making progress, encouraging them to keep trying despite the difficulties they are facing.
However, simply ignoring negative actions, particularly when those actions inflict harm on another person, would be to condone that behavior. If a child in a math class claims that five times five is thirty, then it is necessary to point out that they are wrong, that five times five is twenty-five, in order for the child to learn their multiplication properly. Moreover, ignoring that behavior would make it difficult for the person to learn from their mistakes or to understand precisely what they did wrong. When teaching someone to be a better writer, it is helpful, even necessary, to point out what the writer should fix or edit. Of course, positive feedback is incredibly helpful in knowing what a writer is doing right. But if the argument a writer is making is weak or not clear, then the teacher should tell their student so that their student can fix their mistakes and create stronger, clearer arguments.
Some people respond well to harsh criticism and high pressure, blossoming when they are pushed to the edges of the ability. Some people become demoralized at the face of constant criticism and cannot bring themselves to continue learning a subject that they feel they may never be able to master. Instead, they respond well to positive feedback, by knowing what they did right as well as knowing where to improve. These different personalities respond well to different styles of teaching, styles which both praise positive actions and punish negative ones to different extents. There is no singular way to teach: instead, it is important to know what kind of person the learner is, and how they may best learn.
Transition Words or Phrases used:
also, but, however, if, may, moreover, so, still, then, well, for example, kind of, of course, as well as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 30.0 19.5258426966 154% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 22.0 11.3162921348 194% => OK
Pronoun: 50.0 33.0505617978 151% => Less pronouns wanted
Preposition: 56.0 58.6224719101 96% => OK
Nominalization: 4.0 12.9106741573 31% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2542.0 2235.4752809 114% => OK
No of words: 512.0 442.535393258 116% => OK
Chars per words: 4.96484375 5.05705443957 98% => OK
Fourth root words length: 4.75682846001 4.55969084622 104% => OK
Word Length SD: 2.60859056206 2.79657885939 93% => OK
Unique words: 238.0 215.323595506 111% => OK
Unique words percentage: 0.46484375 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 762.3 704.065955056 108% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 17.0 20.2370786517 84% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 30.0 23.0359550562 130% => The Avg. Sentence Length is relatively long.
Sentence length SD: 63.9209611423 60.3974514979 106% => OK
Chars per sentence: 149.529411765 118.986275619 126% => OK
Words per sentence: 30.1176470588 23.4991977007 128% => OK
Discourse Markers: 7.05882352941 5.21951772744 135% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => 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: 0.126112565224 0.243740707755 52% => OK
Sentence topic coherence: 0.0458931642983 0.0831039109588 55% => OK
Sentence topic coherence SD: 0.0699349116321 0.0758088955206 92% => OK
Paragraph topic coherence: 0.0883652328503 0.150359130593 59% => OK
Paragraph topic coherence SD: 0.0828228127509 0.0667264976115 124% => OK
Essay readability:
automated_readability_index: 17.0 14.1392134831 120% => OK
flesch_reading_ease: 49.49 48.8420337079 101% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 12.08 12.1639044944 99% => OK
dale_chall_readability_score: 8.27 8.38706741573 99% => OK
difficult_words: 102.0 100.480337079 102% => OK
linsear_write_formula: 27.5 11.8971910112 231% => Linsear_write_formula is high.
gunning_fog: 14.0 11.2143820225 125% => OK
text_standard: 14.0 11.7820224719 119% => 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: 54.17 out of 100
Scores by essay e-grader: 3.25 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.