For the students (aged 5-10), is it better to take a break for every one hour of instruction or let them focus on lessons for a longer period of time?
It is crystal clear that education and training is a fundamental area that needs to pay attention to government and parents for early students. They are sensitive, intact, intricate and energetic that it is critically considerate strategies for learning. It is plausible that a lack of sufficient attention may be damaged at primary levels in schools, causing negative consequences such as decreasing the school's efficiency of learning and ignorance. I strongly agree that the students an early age should take a break after one hour of instruction. I will elaborate my explanation by a couple of reasons in the following paragraphs.
In the first viewpoint, early children can not tolerate long class with sufficient concentration and productivity. Owning to the fact, the children will be exhausted and frustrated by longer classes and distracted to teacher’s lecture because of the not adapted to sitting on a sit. Moreover, they are very energetic and naughty to controlling their behavior by the teacher in class. Furthermore, they can fresh their sense and charge energy for the next course during some short breaks.
Another noteworthy point in corroborating my stance is that losing the temptation to continue education. This negative aspect of the long class increases the chance to abandon the learning by children. Most children are intereseted in playing and entertainment the whole of their time but teachers can hold them through persuasive methods. Hence, sitting and continuing long time classes will spoil the student’s enthusiasm at the last minute, decreasing productivity and learning efficiency. My own experience is a compelling example to elucidate o to my reasons. I have a cousin that is nearly 6 years old. She is studying at the first levels of school. At the beginning of her education, she is very enthusiastic to go to school. She like to play with friends in break and eating some food and cooky but his class so long but after whithat lead to exhausting and frustrating. Afterwards, she losed her temption to continue school even his parent enforced to participate the classes. Had the teachers of school’s supervisor took more break, she did not lost his temtion for education.
To draw a comprehensive conclusion, I definitely prefer to choose more breaks for students. The leaders and who is in concern for children's education should take organized measures to increase productivity, efficiency, and creativity in the schools. It is partially accessible by in a facile way by giving more breaks in order to increase temptation and energy during the class.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2022-05-09 | neriman | 76 | view |
| 2020-11-19 | Maziyeh Khavari1390 | 80 | view |
| 2020-11-19 | Maziyeh Khavari1390 | 76 | view |
| 2020-08-18 | zg1122 | 76 | view |
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Grammar and spelling errors:
Line 3, column 406, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'schools'' or 'school's'?
Suggestion: schools'; school's
...ive consequences such as decreasing the schools efficiency of learning and ignorance. I...
^^^^^^^
Line 3, column 635, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...of reasons in the following paragraphs. In the first viewpoint, early children c...
^^^^
Line 4, column 277, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...ecause of the not adapted to sitting on a sit. Moreover, they are very energetic and ...
^^^^^
Line 5, column 825, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ome food and cooky but his class so long but after whithat lead to exhausting and...
^^
Line 5, column 1057, Rule ID: DID_BASEFORM[1]
Message: The verb 'did' requires the base form of the verb: 'lose'
Suggestion: lose
...supervisor took more break, she did not lost his temtion for education. To draw a c...
^^^^
Line 6, column 280, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a facile way" with adverb for "facile"; eg, "in a hasty manner" with "hastily".
... schools. It is partially accessible by in a facile way by giving more breaks in order to incre...
^^^^^^^^^^^^^^^
Line 7, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...mptation and energy during the class.
^^^^^^^^
Transition Words or Phrases used:
but, first, furthermore, hence, may, moreover, so, thus, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 8.0 11.0286738351 73% => More relative clauses wanted.
Pronoun: 37.0 43.0788530466 86% => OK
Preposition: 60.0 52.1666666667 115% => OK
Nominalization: 18.0 8.0752688172 223% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2194.0 1977.66487455 111% => OK
No of words: 418.0 407.700716846 103% => OK
Chars per words: 5.24880382775 4.8611393121 108% => OK
Fourth root words length: 4.52162009685 4.48103885553 101% => OK
Word Length SD: 3.06793347997 2.67179642975 115% => OK
Unique words: 231.0 212.727598566 109% => OK
Unique words percentage: 0.552631578947 0.524837075471 105% => OK
syllable_count: 666.9 618.680645161 108% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 17.0 9.59856630824 177% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 36.8223138563 48.9658058833 75% => OK
Chars per sentence: 95.3913043478 100.406767564 95% => OK
Words per sentence: 18.1739130435 20.6045352989 88% => OK
Discourse Markers: 2.78260869565 5.45110844103 51% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 7.0 5.5376344086 126% => OK
Sentences with positive sentiment : 13.0 11.8709677419 110% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.173446546542 0.236089414692 73% => OK
Sentence topic coherence: 0.0455728118874 0.076458572812 60% => OK
Sentence topic coherence SD: 0.0576898667285 0.0737576698707 78% => OK
Paragraph topic coherence: 0.11321545208 0.150856017488 75% => OK
Paragraph topic coherence SD: 0.0521419840156 0.0645574589148 81% => OK
Essay readability:
automated_readability_index: 12.4 11.7677419355 105% => OK
flesch_reading_ease: 53.21 58.1214874552 92% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 12.87 10.9000537634 118% => OK
dale_chall_readability_score: 8.76 8.01818996416 109% => OK
difficult_words: 112.0 86.8835125448 129% => OK
linsear_write_formula: 12.0 10.002688172 120% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 9.0 10.247311828 88% => 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: 80.0 out of 100
Scores by essay e-grader: 24.0 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.