Do you agree or disagree with the following statement?
Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do?
1）Interrupt and correct the mistake right away
2）Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader
3）Say nothing
Use specific reasons and examples to support your answer.
Education and learning are a very important part of our life and it has two important compartments, a giver an and a receiver of the lesson. This relation between these two sides of a communication has a simple role that should be fulfilled by any partner. Teacher should provide the correct lesson, information and data, to delivers them in an efficient way to students. On the other hand, the student should be ready themselves to grab the most of lesson. In this conversation both of them should be careful about their goals and their responsibilities. some people may take a different approach, when they see a teacher or meeting leader make a mistake, may they try to correct the mistake by interrupting the conversation, be silent and after the session talk with the teacher, or ignore the issue. In my point of view, in this case, it is better to interfere the current talk and in a polite way explain the mistake and correct that. the following paragraph will explain delicately my idea.
First and foremost, teachers and leaders are human and it happens to make mistake, it is not a big problem. The important things is they should pay attention to their goals, teaching and learning. They know that incorrect data and information may have a bad impact on the students learning, and when they understand the correct data, they will change their attitude of the teacher. These kinds of mistake should be clear as soon as possible. If one of the listeners get the mistake it is so helpful to speak with the teacher and mention about the correct data. For example, when I was teaching at the shiraz university as a biotechnology teacher at the beginning of the class, I usually said my students that maybe I say somethings wrong voluntarily or by mistake. I wanted my student every time the feel something is wrong, they should raise their hand and talk about that. In these classes we talk about with different topics and mistakes happened, but by the firsts rule, we were so happy to criticize our saying. In those class we had a very strong discussion without any worry about making mistakes.
If students our listener don't correct teacher's mistake, it is like making a building on a wrong plan. After a long journey, students may understand their mistake but they waste their time and their attempt with be nothing. Due to importance of the lessons, any mistake should be corrected. Students should speak about the topic and it is an opportunity to broaden the rapport. It helps the class, teacher and students. They will understand that they should prepare themselves for class. Teachers should read the update data, apply the suitable so-educational equipment and passionately convey information and data. In this proper communication learning will be happening.
To make a long story short, I certainly believe that the class environment should allow students to say their idea and company with the current of learning by discussing and if any mistake happen, they should adore to try correct that also the teachers should accept their mistake and prepare themselves to teach the right lesson. Teachers should humbly persuade students and listener to listen actively and take part to dialogue. It can guarantee goals of teaching and learning.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-16 | daoistwang | 73 | view |
| 2020-01-06 | naziii | 76 | view |
| 2020-01-06 | naziii | 76 | view |
| 2020-01-03 | kkang | 76 | view |
| 2020-01-03 | Bonjourkmm | 3 | view |
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Grammar and spelling errors:
Line 1, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
Education and learning are a very import...
^^^^^^^^
Line 2, column 345, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an efficient way" with adverb for "efficient"; eg, "in a hasty manner" with "hastily".
... information and data, to delivers them in an efficient way to students. On the other hand, the stu...
^^^^^^^^^^^^^^^^^^^
Line 2, column 562, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Some
...their goals and their responsibilities. some people may take a different approach, w...
^^^^
Line 2, column 891, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a polite way" with adverb for "polite"; eg, "in a hasty manner" with "hastily".
...etter to interfere the current talk and in a polite way explain the mistake and correct that. t...
^^^^^^^^^^^^^^^
Line 2, column 945, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: The
...y explain the mistake and correct that. the following paragraph will explain delica...
^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ph will explain delicately my idea. First and foremost, teachers and leaders...
^^^^^
Line 6, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ut any worry about making mistakes. If students our listener dont correct te...
^^^^^
Line 6, column 31, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...akes. If students our listener dont correct teachers mistake, it is like ma...
^^^^
Line 8, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ication learning will be happening. To make a long story short, I certainly ...
^^^^^
Transition Words or Phrases used:
also, but, first, if, may, so, for example, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 24.0 9.8082437276 245% => Less auxiliary verb wanted.
Conjunction : 33.0 13.8261648746 239% => Less conjunction wanted
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 66.0 43.0788530466 153% => Less pronouns wanted
Preposition: 64.0 52.1666666667 123% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 2719.0 1977.66487455 137% => OK
No of words: 552.0 407.700716846 135% => OK
Chars per words: 4.92572463768 4.8611393121 101% => OK
Fourth root words length: 4.84713113593 4.48103885553 108% => OK
Word Length SD: 2.70489821414 2.67179642975 101% => OK
Unique words: 246.0 212.727598566 116% => OK
Unique words percentage: 0.445652173913 0.524837075471 85% => More unique words wanted or less content wanted.
syllable_count: 819.0 618.680645161 132% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 9.59856630824 167% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 28.0 20.6003584229 136% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 61.7217567402 48.9658058833 126% => OK
Chars per sentence: 97.1071428571 100.406767564 97% => OK
Words per sentence: 19.7142857143 20.6045352989 96% => OK
Discourse Markers: 2.17857142857 5.45110844103 40% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 9.0 5.5376344086 163% => OK
Sentences with positive sentiment : 21.0 11.8709677419 177% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0955883807596 0.236089414692 40% => OK
Sentence topic coherence: 0.0290105030994 0.076458572812 38% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0307030175004 0.0737576698707 42% => Sentences are similar to each other.
Paragraph topic coherence: 0.0674469281409 0.150856017488 45% => OK
Paragraph topic coherence SD: 0.0208286796291 0.0645574589148 32% => 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: 11.6 11.7677419355 99% => OK
flesch_reading_ease: 60.65 58.1214874552 104% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 11.31 10.9000537634 104% => OK
dale_chall_readability_score: 7.53 8.01818996416 94% => OK
difficult_words: 103.0 86.8835125448 119% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.6 10.0537634409 95% => OK
text_standard: 8.0 10.247311828 78% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
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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.