The best way to teach is to praise positive actions and ignore negative ones.Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and support

I concur that lauding positive actions and evading negative ones may serve as a good way to teach for most students. However, praising certain positive actions might elicit negative response, and also, evading negative ones may diminish students certain abilities. Therefore, I partially support this recommendation.

Unquestionably, the aim of pedagogy is to trigger positive response and hinder negative ones among students, and encouraging positive actions may facilitate students to repeat them. While bypassing negative actions can help students avoid repeating such actions. In fact, many schools encourage students to donate money for needy refugees while none teach them the skill of pilferage or embezzlement. In this respect, I fully agree with the recommendation.

However, the recommendation doesn't always stand true. Among the positive actions, some are capable for students to repeat while others may not. For example, actions such as donation to poor people, helping physically-challenged people cross the roads, feeding stray dogs may seem capable and more importantly, safe for students. In such circumstances, the recommendation holds true. However, if the praised actions encompass saving drowning people in the tempestuous sea, confronting bank robbers and burglars, it may not be so. For the risk is to high for students to repeat. Pedagogy does not only incorporate teaching students to repeat meritable actions, but also includes teaching students the intelligence to discern actions which are safe from those not.

To expand the respect of intelligence, neglecting negative actions may cause students to lose the intelligence when confronted with such actions. To be specific, students may not be aware of the ramifications if they tried such actions or, how they should react if such things occur. For instance, if teachers avoid broaching the subject of smoking for its apparent detrimental effect on human's body, it may not be strong enough to prevent students from trying it. Some may try for curiosity, others may try for fun, and yet neither are aware of the noxious chemical contained in tobacco, the risk of cancer caused by frequent smoking. For another example, if teachers neglect the discussion of domestic violence, the students won't be taught the skills to turn a full-blown argument into a petty misunderstanding. They won't know how to propitiate an angry man, won't know how to distract a bickering. Therefore, the negative actions may very well persist. It's teacher's responsibility to remind students of the consequences of doing negative actions, and the solutions when faced with them, rather than simply escape the subject.

Pedagogy is an intricate philosophy, simply commending good actions while evading bad ones may seem effective in most situations, yet not enough to be the best way to teach.