Educators should teach facts only after their students have studied the ideas, trends, and concepts that help explain those facts.
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.
Education has been one of the most valued things that someone could get. People get educated from when they were young and would keep on getting information one way or the other. People could learn through various ways which may include from a teacher, an educator, a master and so on. There some ways in which teachers might impact knowledge depending on what she feels its best. The prompt argues that educators should teach facts when their students have already researched facts and other things which are required to aid the educator in explaining facts. However, I mostly disagree with this prompt for two reasons. Nevertheless, I do concede yht in some cases, it is cogent for educators to teach facts after the students have researched about it.
To begin, the major purpose of a teacher is to impact knowledge and in some cases, these students may not be able to study trends and concepts. For example, an educator of a class for Nursery school should not expect its students to research tthings that would aid them in learning the alphabets. The purpose of these teachers is to try to make these younger children to understand and retain what he is teaching. Similarly, Quantum mechanics - a very tough topic in Physics- needs to be taught by the lecturers first before the students could go research about it. There are cases of University of Zaria students who tried to read up on trends about Quantum Physics but could not because it is a vague topic. It is advisable for teachers to teach things and explain trends because the students might not be able to understand them or might not be able to read them entirely if they try to read it up on their own.
Furthermore, educators should teach their students before they ask them to go learn trends. Perhaps a lay man is asked to research about the pathway of amino acid metabolism needed to break down amino acids like Phenyl-Alanine, this person might not know h=where to begin because there are so many questions that he could have> he may not know what Phenyl-Alanine means, he might not know what or how a pathway looks like. Similary, one could be asked to read about the equations of how Eint=stein ame up with the relativity theory. He or she may not understand the theories that underlie the one of Einstein. Perhaps if the teachers were to explain some concept, then the topic might not be so vague. These educators should give assignments after they have explained some things and not before.
Admittedly, in some cases, students who read about trends might learn better when the lecturer eventually teaches the course. Perhaps these students might develop an interest for it whichcould result to the students understanding the course. For example, teachers in the Biochemistry department of Obafemi Awolowo University gie studnt tests on the first day of a course. This makes student study about trends about the course. Studies have shown that students from Obafemi Awolow University are one of the brightest students, so it could be possible that this policy is helping.
In conclusion,educators should teach students before they ask them to go research trends. However in some cases, I concede that the students should search for trends before teaching is done.
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Grammar and spelling errors:
Line 4, column 71, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...dents who read about trends might learn better when the lecturer eventually teaches th...
^^^^^^
Line 5, column 14, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , educators
...t this policy is helping. In conclusion,educators should teach students before they ask t...
^^^^^^^^^^
Line 5, column 90, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...re they ask them to go research trends. However in some cases, I concede that the stude...
^^^^^^^
Transition Words or Phrases used:
but, first, furthermore, however, if, look, may, nevertheless, similarly, so, then, for example, in conclusion, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 27.0 12.4196629213 217% => Less auxiliary verb wanted.
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 50.0 33.0505617978 151% => Less pronouns wanted
Preposition: 79.0 58.6224719101 135% => OK
Nominalization: 3.0 12.9106741573 23% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2693.0 2235.4752809 120% => OK
No of words: 552.0 442.535393258 125% => OK
Chars per words: 4.87862318841 5.05705443957 96% => OK
Fourth root words length: 4.84713113593 4.55969084622 106% => OK
Word Length SD: 2.57468580502 2.79657885939 92% => OK
Unique words: 236.0 215.323595506 110% => OK
Unique words percentage: 0.427536231884 0.4932671777 87% => More unique words wanted or less content wanted.
syllable_count: 812.7 704.065955056 115% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 53.9082060039 60.3974514979 89% => OK
Chars per sentence: 103.576923077 118.986275619 87% => OK
Words per sentence: 21.2307692308 23.4991977007 90% => OK
Discourse Markers: 4.80769230769 5.21951772744 92% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 6.0 10.2758426966 58% => More positive sentences wanted.
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 15.0 4.83258426966 310% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.206138862904 0.243740707755 85% => OK
Sentence topic coherence: 0.0692214449096 0.0831039109588 83% => OK
Sentence topic coherence SD: 0.0675432574993 0.0758088955206 89% => OK
Paragraph topic coherence: 0.130403874395 0.150359130593 87% => OK
Paragraph topic coherence SD: 0.0517501141301 0.0667264976115 78% => OK
Essay readability:
automated_readability_index: 12.2 14.1392134831 86% => Automated_readability_index is low.
flesch_reading_ease: 58.62 48.8420337079 120% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 11.02 12.1639044944 91% => OK
dale_chall_readability_score: 7.54 8.38706741573 90% => OK
difficult_words: 100.0 100.480337079 100% => OK
linsear_write_formula: 8.5 11.8971910112 71% => 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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Rates: 54.17 out of 100
Scores by essay e-grader: 3.25 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.