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 recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
Teachers are some of the most crucial influencers in children’s lives. A teacher can shape an individual’s learning style, interests, foundational understanding, and character. School is beyond an education of certain subjects, but learning center for social skills, personal development, and practical life skills. The module of solely praising positive actions and neglecting negative ones could produce detrimental characteristics and create a tolerance for injurious treatment towards oneself or others. Implementing a teaching style of constructive criticism and balanced encouragement is ideal for productive learning and cultivating students to be society-enriching agents.
Social media, technology, and a heightened sense of youth idealization has created a culture of sheltering and overpraising of children today. Children learn how to take selfies on phones before they can read. Playing outside and manual labor for chores is less common with the rise of computer games and advanced technology. In a time where society encourages self-love and lower demand of responsibility from children, children grow-up with the dangers of increased narcissism, entitlement, and fragility. If children are only praised in the classroom, these traits will only continue to be fed.
Recognition of positive actions is not a negative course of action, but it needs to be done in moderation and in balance with constructive criticism. Students need to be able to identify when they act in positive ways, so they do not accumulate perfectionist complexes, believing any work they complete as never good enough. Recognition for hard-work, skillful application, intelligence, kindness, teamwork, and responsibility should be commended with the hope of a proliferation of such acts. Acknowledgement of good actions is necessary for a maintenance of such actions and further growth of other good actions, but if only praised, children will never know how to deal with rejection, mistakes, failures, or even, helpful commentary. Fragility and a sense of entitlement is maintained when someone never learns how to handle mistakes healthily. To healthily recognize a failure or mistake, one should process the action to learn from it, forgive, and move-on. Without an acknowledgement of a negative action such a process can never commence.
Without any recognition of negative actions, many children could also grow to assume bad behaviors as acceptable. Though bad behaviors would not be reprehended, they could be seen as neutral forces and not necessarily harmful. Teachers have opportunities to deal with negative actions with grace and instruction. Failure to address baneful acts are missed opportunities to formulate an understanding of why certain negative actions are not beneficial to anyone. Neglecting behaviors of bullying, sexual harassment, cheating, self-deprecation, laziness, or disbelief in oneself leaves these seemingly small behaviors to only fester and grow into habits that could make children into habitually harmful and unhealthy adults.
Constructive criticism coupled with a healthy douse of praise for every child is the prime formula for teaching. Learning habits and interactions that are healthy set-up a child for success academically and socially. A child will learn how to discern positive actions and negative actions only through a teacher’s guidance and recognition of both.
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Grammar and spelling errors:
Line 1, column 252, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to center'
Suggestion: to center
...ation of certain subjects, but learning center for social skills, personal development...
^^^^^^
Transition Words or Phrases used:
also, but, if, so
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 32.0 14.8657303371 215% => Less conjunction wanted
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 13.0 33.0505617978 39% => OK
Preposition: 70.0 58.6224719101 119% => OK
Nominalization: 23.0 12.9106741573 178% => OK
Performance on vocabulary words:
No of characters: 2926.0 2235.4752809 131% => OK
No of words: 506.0 442.535393258 114% => OK
Chars per words: 5.78260869565 5.05705443957 114% => OK
Fourth root words length: 4.7428307748 4.55969084622 104% => OK
Word Length SD: 3.33640856545 2.79657885939 119% => OK
Unique words: 278.0 215.323595506 129% => OK
Unique words percentage: 0.549407114625 0.4932671777 111% => OK
syllable_count: 905.4 704.065955056 129% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 6.24550561798 32% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 11.0 1.77640449438 619% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 47.9083458283 60.3974514979 79% => OK
Chars per sentence: 117.04 118.986275619 98% => OK
Words per sentence: 20.24 23.4991977007 86% => OK
Discourse Markers: 0.68 5.21951772744 13% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 11.0 5.13820224719 214% => 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: 0.142254838586 0.243740707755 58% => OK
Sentence topic coherence: 0.0429907669604 0.0831039109588 52% => OK
Sentence topic coherence SD: 0.0405094962694 0.0758088955206 53% => OK
Paragraph topic coherence: 0.0836435587372 0.150359130593 56% => OK
Paragraph topic coherence SD: 0.0281196832904 0.0667264976115 42% => 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: 15.9 14.1392134831 112% => OK
flesch_reading_ease: 34.26 48.8420337079 70% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.5 12.1743820225 111% => OK
coleman_liau_index: 16.24 12.1639044944 134% => OK
dale_chall_readability_score: 10.15 8.38706741573 121% => OK
difficult_words: 177.0 100.480337079 176% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 11.0 11.7820224719 93% => 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.