Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
The idea of the teachers explaining facts only after the student did their self-study on the trends, idea, and concepts of the topic would be a controversial thing. It can not be concluded as completely true vs false. Based on the scenario or situation professors’ somethings need to disclose the fact after students do their research and a few times giving partial view or glimpse of the facts would help them to do their research better.
When a concept is super easy and understandable to everyone, it makes sense to hold on to teaching the facts and asking the students to do their research before explaining or going through the topic. This help the students to understand the trends in the market and improve their knowledge, they might come up with a number of questions from their research which the professor can clarify why it is acceptable or not acceptable and could add facts while explaining. This could be the same scenario when the glimpse of the concept or topic has been covered already in the previous class or year. Here students are capable of going through self-study and understanding the ideas or trends.
In another way, the subject might not be impossible but a little tough or students are little ambivalent or equivocal on how to start the study or what are the required inputs or details to analyze it. In this situation, it would be beneficial for students if teachers could add a few facts. This gives the student a bit of clarity on what to do and what not to. They will also be confident while they are working and will have a clear understanding of what needs to be done and come prepared.
Additionally, teachers add facts to the lesson without students doing minimum basic research. There have been many debates on this stating that students are not capturing or students are being dependable on teachers and are not doing minimum research to understand the topic. If the scenario is as the above-mentioned it would be ok unless there is some special instance for the student for not doing a basic study of the topic. But when the concept itself is very new or unique, students definitely require extra care from teachers. Many of us would have come across such one scenario where our teachers took extra time to close a lesson just because it is new and harder for us to understand. Students doing some basic research might help but holding the lesson, for this reason, does not make sense.
Finally, it would likely be beneficial for students or educators to decide based on the scenario of the class. Irrespective of the above scenarios, the decision should also be taken based on the area students live for example, does the place provide the opportunity to do some extra research to understand the concept or not and on the capability of the student to read and analyze the concept. If the place does not have any opportunity such as the absence of library or internet services, holding to teach facts should not even come into the picture.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-01-28 | mei_unavailable | 83 | view |
| 2023-07-29 | ADIBA IBNAT HOSSAIN | 54 | view |
| 2023-06-17 | kayli.vesel@gmail.com | 62 | view |
| 2023-04-14 | Andrewbanda70 | 75 | view |
| 2023-01-18 | vrajgparekh | 58 | view |
- Several recent surveys indicate that home owners are increasingly eager to conserve energy At the same time manufacturers are now marketing many home appliances such as refrigerators and air conditioners that are almost twice as energy efficient as those 53
- Educators should teach facts only after their students have studied the ideas trends and concepts that help explain those facts 66
- Educators should teach facts only after their students have studied the ideas trends and concepts that help explain those facts 66
- Educators should teach facts only after their students have studied the ideas trends and concepts that help explain those facts 66
Transition Words or Phrases used:
also, but, finally, if, so, while, for example, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 33.0 14.8657303371 222% => Less conjunction wanted
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 63.0 58.6224719101 107% => 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: 2477.0 2235.4752809 111% => OK
No of words: 521.0 442.535393258 118% => OK
Chars per words: 4.75431861804 5.05705443957 94% => OK
Fourth root words length: 4.77759609229 4.55969084622 105% => OK
Word Length SD: 2.61146386477 2.79657885939 93% => OK
Unique words: 222.0 215.323595506 103% => OK
Unique words percentage: 0.426103646833 0.4932671777 86% => More unique words wanted or less content wanted.
syllable_count: 765.0 704.065955056 109% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 3.0 3.10617977528 97% => 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: 20.0 20.2370786517 99% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 61.3441113718 60.3974514979 102% => OK
Chars per sentence: 123.85 118.986275619 104% => OK
Words per sentence: 26.05 23.4991977007 111% => OK
Discourse Markers: 2.75 5.21951772744 53% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.322107234118 0.243740707755 132% => OK
Sentence topic coherence: 0.103008380495 0.0831039109588 124% => OK
Sentence topic coherence SD: 0.0912285857683 0.0758088955206 120% => OK
Paragraph topic coherence: 0.201146096351 0.150359130593 134% => OK
Paragraph topic coherence SD: 0.103883130682 0.0667264976115 156% => OK
Essay readability:
automated_readability_index: 14.0 14.1392134831 99% => OK
flesch_reading_ease: 53.55 48.8420337079 110% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 10.57 12.1639044944 87% => OK
dale_chall_readability_score: 7.68 8.38706741573 92% => OK
difficult_words: 91.0 100.480337079 91% => OK
linsear_write_formula: 13.5 11.8971910112 113% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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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.