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 supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
The statement is acceptable in most of the cases but in some situations it is reasonable to consider and quote the negative actions as well. It is good to take positive but, there is the other side of the "coin" and one should also know about the negative side. Life challenges you to face various types of people and situations. All these situations don't demand the positive side of an individual, sometimes one must be able to show and use the negative side and this is possible only if the person has the knowledge about the negative actions in respective situations.
While teaching a learner, praising the positive actions of the learner boosts up the self-confidence and courage for the learner. But it is good upto some extent, it should not turn out to be the overconfidence and arrogance. For example, a coach teaches how to play cricket to the student, In the teaching process praising the good shots and good performances by the student helps the student to gain confidence but, there should not be praised for minor positive actions like just following the normal things that are taught by the coach and by ignoring negative actions tends to the overconfidence of the player.
Regarding negative actions: ignoring minor negative actions is acceptable. If a teacher consider every minor negative action without praising the positive actions then it puts down the confidence of the learner and it creates negative impression about the teacher for the learner and the learner loses the interest in learning. But, neglecting major negative actions is a big mistake because, the learner assumes those negative actions as correct actions, as the negative actions by learner are not pointed out and ignored by the teacher. By ignoring negative actions, the learners may not be able to differentiate and evaluate the positive and negative actions which tends as a major flaw of a learner. Let us consider an example of a teacher and student in the school, If a student commits any big mistake like misbehaving and harassing others, then the teacher should make understand the wrong-doing by the student. In this situation, if the teacher ignores this negative action then the student won't be able to judge or think the action as negative and commits the same mistake again, and it becomes a negative quality of the student.
So, the statement given is not always correct. The better teaching process is that the teacher should consider the major negative actions of the learner and the learner should know about the mistakes and not to commit them again. To make the learner understand the negative actions is the duty of the teacher. "Too much of anything is bad", praising every positive action without considering the negative actions is definitely incorrect. It completely depends on the situation of what to consider and how to react.
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- 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 supporti 50
- 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 supporti 58
Grammar and spelling errors:
Line 1, column 362, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...le and situations. All these situations dont demand the positive side of an individu...
^^^^
Transition Words or Phrases used:
also, but, if, may, regarding, so, then, well, while, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 26.0 14.8657303371 175% => OK
Relative clauses : 3.0 11.3162921348 27% => More relative clauses wanted.
Pronoun: 18.0 33.0505617978 54% => OK
Preposition: 58.0 58.6224719101 99% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2396.0 2235.4752809 107% => OK
No of words: 477.0 442.535393258 108% => OK
Chars per words: 5.02306079665 5.05705443957 99% => OK
Fourth root words length: 4.67336384929 4.55969084622 102% => OK
Word Length SD: 2.73918605776 2.79657885939 98% => OK
Unique words: 189.0 215.323595506 88% => More unique words wanted.
Unique words percentage: 0.396226415094 0.4932671777 80% => More unique words wanted or less content wanted.
syllable_count: 766.8 704.065955056 109% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 83.7651957838 60.3974514979 139% => OK
Chars per sentence: 133.111111111 118.986275619 112% => OK
Words per sentence: 26.5 23.4991977007 113% => OK
Discourse Markers: 3.61111111111 5.21951772744 69% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 4.0 10.2758426966 39% => More positive sentences wanted.
Sentences with negative sentiment : 12.0 5.13820224719 234% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.236665676184 0.243740707755 97% => OK
Sentence topic coherence: 0.0873873448959 0.0831039109588 105% => OK
Sentence topic coherence SD: 0.0461903395359 0.0758088955206 61% => OK
Paragraph topic coherence: 0.154062846126 0.150359130593 102% => OK
Paragraph topic coherence SD: 0.0222692619639 0.0667264976115 33% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 15.5 14.1392134831 110% => OK
flesch_reading_ease: 45.09 48.8420337079 92% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 12.13 12.1639044944 100% => OK
dale_chall_readability_score: 7.74 8.38706741573 92% => OK
difficult_words: 85.0 100.480337079 85% => More difficult words wanted.
linsear_write_formula: 14.0 11.8971910112 118% => 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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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
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.