“The best way to teach is to praise positive actions and ignore negative ones.”
There are a variety of approaches for dealing with both positive and negative actions. The best way to teach involves responding to both positive actions and negative actions as it encourages positive behavior and demonstrates consequences for negative behavior. From both a practical and moral standpoint, response to positive and negative actions can promote an ethical and flourishing life.
Encouraging feedback is immensely important to validating a person’s positive actions. People need to have acknowledged the things that they do well: it builds self-esteem, reinforces the positive behavior, and encourages continuous striving for success in that positive direction. Particularly in an educational setting, positive feedback can promote these attributes. Studies show that children who are praised for being hard-working instead of smart tend to continue on an upward trajectory in terms of educational success and resilience—these skills continue and affect their lives as they grow older and are faced with different sets of issues.
From a virtue ethics standpoint, characteristics of benevolence, kindness, awareness of the impact of one’s actions, so on and so forth, gives way to moral actions. These virtues are important in living a good life-- for eudaimonia, and in praising positive actions, these virtues are promoted.
An encouraging response to positive behavior is just as important as a response to poor behavior. A person who has negative behavior should be responded to in order to correct that behavior. Someone must know what they’re doing wrong and given direction to correct their actions in the present and in the future. Frequently problematic actions, such as negative behavior, are derived from personal issues, such as poor self-esteem, a tumultuous personal life, or ingrained negative behaviors that have not been corrected in the past.
In consequentialism, a simplified view says that in making choices, one must assess the positive and negative consequences to their actions, and choose the decision that promotes the good. In order for goodness to be promoted, one must know when they are acting positively and negatively—the results of one’s actions matter and a person must know the difference.
There are exceptions to responding to negative behavior. There are times in which negative behavior should be ignored instead of responded to. For example, children who are throwing tantrums, if given no response, often will end the attention seeking behavior. This response is also effective during adulthood, but not in all situations, and should be considered in a case by case basis. Derogatory comments should consistently be responded to, but refusing to engage, argue, or justify one’s actions can be advantageous in a personal setting.
Responses to both positive actions and negative actions must be carefully considered, but an emphasis on a response to positive and negative behavior is integral to growth as a human being. Nurturing positive actions is likely to result in the repetition of that positive behavior; negative actions can also be reinforced in they are not corrected. There are many consequences to poor behavior, particularly as one grows older and the consequences can become more severe. Correcting poor behaviors, particularly throughout childhood and early adulthood reinforces positive behavior that will be beneficial throughout a lifetime.
- The following appeared in an article written by Dr. Karp, an anthropologist.“Twenty years ago, Dr. Field, a noted anthropologist, visited the island of Tertia and concluded from his observations that children in Tertia were reared by an entire village r 55
- “The best way to teach is to praise positive actions and ignore negative ones.” 50
Grammar and spelling errors:
Line 1, column 395, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...romote an ethical and flourishing life. Encouraging feedback is immensely import...
^^^^^
Line 7, column 540, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...at have not been corrected in the past. In consequentialism, a simplified view s...
^^^^
Line 11, column 215, Rule ID: ADVERB_WORD_ORDER[10]
Message: The adverb 'often' is usually put between 'will' and 'end'.
Suggestion: will often end
...hrowing tantrums, if given no response, often will end the attention seeking behavior. This re...
^^^^^^^^^^^^^^
Line 11, column 550, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... be advantageous in a personal setting. Responses to both positive actions and n...
^^^^
Transition Words or Phrases used:
also, but, if, so, well, for example, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 29.0 19.5258426966 149% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 28.0 14.8657303371 188% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 24.0 33.0505617978 73% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2937.0 2235.4752809 131% => OK
No of words: 522.0 442.535393258 118% => OK
Chars per words: 5.62643678161 5.05705443957 111% => OK
Fourth root words length: 4.77988695657 4.55969084622 105% => OK
Word Length SD: 3.169726498 2.79657885939 113% => OK
Unique words: 237.0 215.323595506 110% => OK
Unique words percentage: 0.454022988506 0.4932671777 92% => More unique words wanted or less content wanted.
syllable_count: 935.1 704.065955056 133% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 9.0 1.77640449438 507% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 50.9298946265 60.3974514979 84% => OK
Chars per sentence: 122.375 118.986275619 103% => OK
Words per sentence: 21.75 23.4991977007 93% => OK
Discourse Markers: 1.875 5.21951772744 36% => More transition words/phrases wanted.
Paragraphs: 7.0 4.97078651685 141% => Less paragraphs wanted.
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.270758161212 0.243740707755 111% => OK
Sentence topic coherence: 0.0881649919984 0.0831039109588 106% => OK
Sentence topic coherence SD: 0.0713664929583 0.0758088955206 94% => OK
Paragraph topic coherence: 0.143973980922 0.150359130593 96% => OK
Paragraph topic coherence SD: 0.0579893653149 0.0667264976115 87% => OK
Essay readability:
automated_readability_index: 16.0 14.1392134831 113% => OK
flesch_reading_ease: 33.24 48.8420337079 68% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 15.37 12.1639044944 126% => OK
dale_chall_readability_score: 8.58 8.38706741573 102% => OK
difficult_words: 129.0 100.480337079 128% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Maximum six paragraphs wanted.
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.