Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
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.
This topic raises the controversial issue of whether educators should teach facts only after students go through that particular concept. Indisputably, one could say that this just a mere attempt to make the teacher’s job easier. Nevertheless, what they are missing out is the bigger picture and how this could help the students gain better knowledge about the topic. Thus, I mostly agree with the prompt, it is better if students could at least get the slightest idea of the concept which they are going to discuss in the class and this assertion will be backed up by the following reasons.
First of all, by having at least a little knowledge prior to the lecture -- helps the students to develop the interest for that particular subject. I would like to point out that, not only will this make the lecture more interesting but also it helps the students to grasp the maximum knowledge that they could get from the particular lecture. To illustrate with an example, imagine there’s a lecture on String Theory, this could play out in two different ways: one, if the student has made a little research about the string theory prior to the class, he could comfortably get through the entire lecture without any issue. Even when the professor gets into the details deep, the student could at least fathom where the professor getting to. And there’s another scenario, The student has no knowledge about the String Theory whatsoever, even if he’s interested to know there’s only so much that he could grasp from that. Especially, when the professor goes a little too deep in the topic, the student is completely lost from the lecture. In this circumstance, obviously just by getting a little familiar with the topic can get you to stay motivated in the class. Consequently, it is pretty obvious that small research can help you build interest in the subject.
Furthermore, complete reliance on the education system will not give the students the best result that they could get. It is because of the limited time and resources. Just by getting a little glance on the topic they save a lot of time which they could be spending on something little advanced. Imagine, on the regular day school, the particular batch has 4 hours of class in a week, that's 16 hours a month. If the lecture has to spend 4 hours just to get them familiarized with the topic, they are left with just 12 hours for the entire activities which include discussing advance level, doubt clearance, conducting quiz and much more. Hence, all the evidence above demonstrates that just a little effort from students can help and utilize the time efficiently.
Admittedly, some could argue that knowing a little about the subject prior can cause not harm than good. This could be true in some cases, especially in the field of martial arts, due to the abundance of sources online, a student who tries to little familiarized with the art can be deceived by some not useful source. By practicing the stance from “so-called reliable source” has affected his posture and it definitely has made more harm than good here. But this does not apply to most of the cases.
To conclude, by the support of my evidence above it can be inferred that, By a little effort from the students, it can develop a better learning environment for both students and the teachers.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-12-31 | Sumaiya Mila | 50 | view |
| 2019-11-17 | faatir | 50 | view |
| 2019-11-17 | faatir | 50 | view |
| 2019-10-29 | arubhardwaj | 54 | view |
| 2019-07-28 | afsal2323 | 66 | view |
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Grammar and spelling errors:
Line 3, column 385, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: that's
...r batch has 4 hours of class in a week, thats 16 hours a month. If the lecture has to...
^^^^^
Transition Words or Phrases used:
also, but, consequently, first, furthermore, hence, if, nevertheless, so, thus, as to, at least, first of all, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 24.0 12.4196629213 193% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 19.0 11.3162921348 168% => OK
Pronoun: 45.0 33.0505617978 136% => Less pronouns wanted
Preposition: 80.0 58.6224719101 136% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2786.0 2235.4752809 125% => OK
No of words: 573.0 442.535393258 129% => OK
Chars per words: 4.86212914485 5.05705443957 96% => OK
Fourth root words length: 4.89258810929 4.55969084622 107% => OK
Word Length SD: 2.64199798153 2.79657885939 94% => OK
Unique words: 270.0 215.323595506 125% => OK
Unique words percentage: 0.471204188482 0.4932671777 96% => OK
syllable_count: 833.4 704.065955056 118% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 56.8620524223 60.3974514979 94% => OK
Chars per sentence: 121.130434783 118.986275619 102% => OK
Words per sentence: 24.9130434783 23.4991977007 106% => OK
Discourse Markers: 5.39130434783 5.21951772744 103% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.12732478648 0.243740707755 52% => OK
Sentence topic coherence: 0.0422725572856 0.0831039109588 51% => OK
Sentence topic coherence SD: 0.0446531727105 0.0758088955206 59% => OK
Paragraph topic coherence: 0.0716475768928 0.150359130593 48% => OK
Paragraph topic coherence SD: 0.0528482166317 0.0667264976115 79% => OK
Essay readability:
automated_readability_index: 13.9 14.1392134831 98% => OK
flesch_reading_ease: 55.58 48.8420337079 114% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 11.2 12.1639044944 92% => OK
dale_chall_readability_score: 7.72 8.38706741573 92% => OK
difficult_words: 105.0 100.480337079 104% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.