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
as people or students regard respect as an essential part of their relationship more and more, how they can give a better response as sign of respect when teacher or meeting leader make a mistake is really controversial and compelex topic. in this regard, some students may hold the view that talking with the teacher and solve his mistake is better choice, while others have different opinion and say it is better to interrupt and correct the miskate. ina my view of point, the former point carries more weight. I will try to examine my reasons regarding this purpose.
the first reason that should be stated here is that students should confront with professor's mistake fairly. as a role, professional answer is prasie or criticize in strightforward way. if the professor dose very well, students can praise and encourage him to does better, or if he does something wrong, criticize him face to face not in frontt of others.
therefore, students should cooperate and be helpful to his teacher rather than try to rival. discriminating choice in this specific situation could enrich teacher's view in the classroom, make him feel more informed and even he can fulfill his communication with students when he sees the respective response to mistake.
another subtle point is that as everybody knows teacher is resemble a map. a reader may ask me How? I try give some light to this point, although the meeting leader says something incorrect, we, as either students or audinces, will use his knowledge and experience to steer clear a obstacle of the begining of the long journay in trem of educating. so, taking initaitive is great position. for example, let me talk about a meeting or teching in the class, imagin teacher make a mistake, when students let him to correct, or if he did not recognized his mistake, tell him later, make lots of difference. teacher when find himself in high grasp class, can equip his students with insightful view over various subject related to the topic, and give them rewarding experience to overcome difficulties in topic's scope. on the contraty, you think interrupt his speech, this action may make him go from relax to angry and leave the class. in short, using the teacher must be as a map to illuminate the road even with minor mistake.
However, some audience may vote for such a plan of say nothing or interrup professor' speech on a bias ground that instigate others to take inappropriate reaction and draw attention to a dispensable topic. but, according to the my observation and based on the my experience, disrupting or saying nothing in the class neither attain other students attention, nor remain class disturbance. so I doubt this declaration.
in conclusion, taking all into account, students should consider this aspect of reaction in the class as their first priority to correct the teacher's mistake in out of the class nor in it.
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Grammar and spelling errors:
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as people or students regard respect as an...
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...eally controversial and compelex topic. in this regard, some students may hold the...
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...r to interrupt and correct the miskate. ina my view of point, the former point carr...
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...reasons regarding this purpose. the first reason that should be stated here...
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...onfront with professors mistake fairly. as a role, professional answer is prasie o...
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...sie or criticize in strightforward way. if the professor dose very well, students ...
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Line 7, column 357, Rule ID: WHITESPACE_RULE
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...m face to face not in frontt of others. therefore, students should cooperate and...
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...e to face not in frontt of others. therefore, students should cooperate and be helpf...
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Suggestion: Discriminating
...o his teacher rather than try to rival. discriminating choice in this specific situation could...
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...espective response to mistake. another subtle point is that as everybody knows...
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Message: Consider using a past participle here: 'resembled'.
Suggestion: resembled
...t is that as everybody knows teacher is resemble a map. a reader may ask me How? I try g...
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...rybody knows teacher is resemble a map. a reader may ask me How? I try give some ...
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Line 15, column 281, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
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...knowledge and experience to steer clear a obstacle of the begining of the long jo...
^
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... the long journay in trem of educating. so, taking initaitive is great position. f...
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...o, taking initaitive is great position. for example, let me talk about a meeting or...
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Line 15, column 539, Rule ID: DID_BASEFORM[1]
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Suggestion: recognize
...ts let him to correct, or if he did not recognized his mistake, tell him later, make lots ...
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Suggestion: Teacher
...ell him later, make lots of difference. teacher when find himself in high grasp class, ...
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... overcome difficulties in topics scope. on the contraty, you think interrupt his s...
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...rom relax to angry and leave the class. in short, using the teacher must be as a m...
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... draw attention to a dispensable topic. but, according to the my observation and ba...
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Line 21, column 224, Rule ID: DT_PRP[1]
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Suggestion: the; my
... a dispensable topic. but, according to the my observation and based on the my experie...
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Line 21, column 256, Rule ID: DT_PRP[1]
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Suggestion: the; my
...ding to the my observation and based on the my experience, disrupting or saying nothin...
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Line 21, column 338, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...thing in the class neither attain other students attention, nor remain class disturbance...
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...ttention, nor remain class disturbance. so I doubt this declaration. in co...
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...e. so I doubt this declaration. in conclusion, taking all into account, st...
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Transition Words or Phrases used:
but, first, however, if, may, really, regarding, so, therefore, well, while, for example, in conclusion, in short
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 15.1003584229 73% => OK
Auxiliary verbs: 16.0 9.8082437276 163% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 46.0 43.0788530466 107% => OK
Preposition: 57.0 52.1666666667 109% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 2432.0 1977.66487455 123% => OK
No of words: 489.0 407.700716846 120% => OK
Chars per words: 4.97341513292 4.8611393121 102% => OK
Fourth root words length: 4.70248278971 4.48103885553 105% => OK
Word Length SD: 2.69329268167 2.67179642975 101% => OK
Unique words: 257.0 212.727598566 121% => OK
Unique words percentage: 0.525562372188 0.524837075471 100% => OK
syllable_count: 732.6 618.680645161 118% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 23.0 20.1344086022 114% => OK
Sentence length SD: 74.6218889057 48.9658058833 152% => OK
Chars per sentence: 115.80952381 100.406767564 115% => OK
Words per sentence: 23.2857142857 20.6045352989 113% => OK
Discourse Markers: 5.38095238095 5.45110844103 99% => OK
Paragraphs: 6.0 4.53405017921 132% => Less paragraphs wanted.
Language errors: 25.0 5.5376344086 451% => Less language errors wanted.
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 8.0 3.85842293907 207% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.156653450202 0.236089414692 66% => OK
Sentence topic coherence: 0.0422830285536 0.076458572812 55% => OK
Sentence topic coherence SD: 0.0399427928712 0.0737576698707 54% => OK
Paragraph topic coherence: 0.0810437926983 0.150856017488 54% => OK
Paragraph topic coherence SD: 0.0403794598676 0.0645574589148 63% => OK
Essay readability:
automated_readability_index: 13.6 11.7677419355 116% => OK
flesch_reading_ease: 56.59 58.1214874552 97% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.1 10.1575268817 109% => OK
coleman_liau_index: 11.84 10.9000537634 109% => OK
dale_chall_readability_score: 8.17 8.01818996416 102% => OK
difficult_words: 105.0 86.8835125448 121% => OK
linsear_write_formula: 13.0 10.002688172 130% => OK
gunning_fog: 11.2 10.0537634409 111% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Rates: 85.0 out of 100
Scores by essay e-grader: 25.5 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.