Which one do you think is the most important for high school teacher (age from 15 to 18)?
• The ability to give students advice to plan for their future
• The ability to find which students need help and provide them with help
• The ability to encourage students to learn by themselves outside of the classroom
There is no doubt that nowadays teaching plays a key role in people's lives. No one can deny the direct and indirect effects of teaching. It is a no-brainer that a qualified teacher can discover his students' talents and help them climb the ladder of success. Some people are inclined toward the opinion that the most momentous feature of a high school teacher is the ability to encourage students to learn independently. Some others, however, may take the opposite viewpoint and believe that there are more important factors for high school teachers such as the ability to learn planning to students and so on. From my own perspective, the first belief is true. I hold this because of two reasons that I will explore in the following essay.
The first reason coming to mind to substantiate my standpoint is concerned with this issue that learning independently is beneficial for their future career. It goes without saying that in the nowadays competitive world, to become successful in the job, individuals should become creative. Becoming a creative help them think outside of the box and find green solutions to the old problems. To become creative, students should first think independently. They should learn how to face problems and how to solve them independently, so thinking independently paves the way to become more creative. To shed light on this view, when I was a student, my teacher gave every student several tasks to manage them independently. He compelled us to do tasks without the help of others outside of the classroom. Many students in that class found their favorite vocations without any problem. Had not my teacher encouraged to learn to work independently, we would not have become prosperous in our jobs.
Another equally noteworthy point supporting this opinion is that learning themselves outside of the classroom boosts their self-confidence and self-esteem. Needless to say that learning independently gives students a sense of achievement, which increases their self-confidence. They feel that they have the ability to solve their problems and reach their goals without the help of others. I think that this is the main role of schools. They should prepare students for their future life and educate them on how to face their problems and how to solve those out of schools in real life. Without this ability, they become dependent persons that need others' help to all of their difficulties.
To make a long story short, all the aforementioned reasons lead us to the conclusion that having the ability to encourage students to learn independently has a lot of benefits that outweigh the benefits of the other abilities because of preparing students for their future jobs and escalating their self-confidence and self-esteem. It is recommended that teachers take their best course of action to educate independent students.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-04-27 | hamedakbarian | 87 | view |
| 2018-02-11 | ardavan2 | 93 | view |
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Grammar and spelling errors:
Line 1, column 579, Rule ID: AFFORD_VBG[1]
Message: This verb is used with infinitive: 'to plan'.
Suggestion: to plan
...l teachers such as the ability to learn planning to students and so on. From my own pers...
^^^^^^^^
Line 3, column 28, Rule ID: ADMIT_ENJOY_VB[1]
Message: This verb is used with the gerund form: 'mind substantiating'.
Suggestion: mind substantiating
...ng essay. The first reason coming to mind to substantiate my standpoint is concerned with this is...
^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
first, however, if, may, so, i think, no doubt, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 18.0 11.0286738351 163% => OK
Pronoun: 63.0 43.0788530466 146% => Less pronouns wanted
Preposition: 66.0 52.1666666667 127% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2399.0 1977.66487455 121% => OK
No of words: 466.0 407.700716846 114% => OK
Chars per words: 5.14806866953 4.8611393121 106% => OK
Fourth root words length: 4.64618479453 4.48103885553 104% => OK
Word Length SD: 2.92778189624 2.67179642975 110% => OK
Unique words: 229.0 212.727598566 108% => OK
Unique words percentage: 0.491416309013 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 725.4 618.680645161 117% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 57.9654920094 48.9658058833 118% => OK
Chars per sentence: 99.9583333333 100.406767564 100% => OK
Words per sentence: 19.4166666667 20.6045352989 94% => OK
Discourse Markers: 2.29166666667 5.45110844103 42% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 6.0 3.85842293907 156% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.363829090312 0.236089414692 154% => OK
Sentence topic coherence: 0.0934818049862 0.076458572812 122% => OK
Sentence topic coherence SD: 0.0746793598832 0.0737576698707 101% => OK
Paragraph topic coherence: 0.225828075938 0.150856017488 150% => OK
Paragraph topic coherence SD: 0.0359201746262 0.0645574589148 56% => OK
Essay readability:
automated_readability_index: 12.5 11.7677419355 106% => OK
flesch_reading_ease: 52.19 58.1214874552 90% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.7 10.1575268817 105% => OK
coleman_liau_index: 12.59 10.9000537634 116% => OK
dale_chall_readability_score: 7.8 8.01818996416 97% => OK
difficult_words: 95.0 86.8835125448 109% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 13.0 10.247311828 127% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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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.