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?
— Interrupt and correct the mistake right away.
— Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader.
— Say nothing.
It stands to reason that education is one of the essential needs of every person, so people try hard to accomplish it well, and students perfectly take part in meeting and classes regularly. Sometime teachers may have some mistakes. In this regard, some contention arises as to in which method students can behave in this situation. There are many ideas and alternatives as suitable possibilities, but I personally think that interrupting and correcting the mistake immediately is the better choice here. In what follows, I will present and elaborate on two reasons to substantiate my point of view.
The first point which deserves some words here is that It can prevent the other students' misunderstanding, which attended in the class . Foremost, students astoundingly pay attention to the meeting and they become sensitive to their teacher's explanations. Moreover, teachers can consider more carefulness to their saying in the class. It definitely enhance the productivity and efficaciousness of the class or meeting. To explain more, when a math teacher mistakenly use a wrong formula in the daily meeting and presentation in the class, one of the students raises her hand and says the correct formula, her teacher thanks her and the other students also take more attention to the class. As a result, they completely understand mathematics better and their productivity increase.
The second reason that should be mentioned here is that students' self-confidence marvelously increases. When a teacher makes a mistake in a meeting or class, and a student wants to correct that, this work encourages her and become fearless to bring up her ideas. On the other hand, this situation motivates other students to participate actively and do not be timid to correct a mistake, and also do not be silent in the class. furthermore, teacher become happy to have such brave and ingenious students which can easily present themselves and bring up a problem in the class. To illustrate more, a physics meeting holds every year in the well-known college every year, and many students participate in it. This year, one of the professors explained a theory wrongly, one of the students raised her hands and correctly clarified the theory. The professor became happy and thanked that student, and invited her to meet each other in her office after finishing the meeting, so student became very delighted because of her own fearless to say the right thing. Thus. her self-confidence surprisingly augmented.
In conclusion, not only will students’ self-confidence enhance but also they can help to prevent a misconception of a matter in a meeting or class, when they interrupt their teacher and notify her mistake. It is highly recommended that educational systems consider holding more weekly meetings in schools to evaluate teacher’s performance and increase the productivity of the students .
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-14 | Zmx_6 | 76 | view |
| 2023-07-12 | Zmx_6 | 80 | view |
| 2023-06-28 | Vivian Chang | 70 | view |
| 2023-03-22 | sonyeoso | 76 | view |
| 2023-02-20 | m.ghoroobi | 76 | view |
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...ncrease the productivity of the students .
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Transition Words or Phrases used:
also, but, first, furthermore, if, may, moreover, second, so, thus, well, as to, in conclusion, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 15.1003584229 60% => More to be verbs wanted.
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 28.0 13.8261648746 203% => Less conjunction wanted
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 42.0 43.0788530466 97% => OK
Preposition: 52.0 52.1666666667 100% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 2424.0 1977.66487455 123% => OK
No of words: 462.0 407.700716846 113% => OK
Chars per words: 5.24675324675 4.8611393121 108% => OK
Fourth root words length: 4.63618218583 4.48103885553 103% => OK
Word Length SD: 3.04709370118 2.67179642975 114% => OK
Unique words: 226.0 212.727598566 106% => OK
Unique words percentage: 0.489177489177 0.524837075471 93% => More unique words wanted or less content wanted.
syllable_count: 749.7 618.680645161 121% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 9.59856630824 104% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 56.7432855368 48.9658058833 116% => OK
Chars per sentence: 115.428571429 100.406767564 115% => OK
Words per sentence: 22.0 20.6045352989 107% => OK
Discourse Markers: 6.0 5.45110844103 110% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 15.0 5.5376344086 271% => Less language errors wanted.
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.204043416428 0.236089414692 86% => OK
Sentence topic coherence: 0.0658557301778 0.076458572812 86% => OK
Sentence topic coherence SD: 0.046090653621 0.0737576698707 62% => OK
Paragraph topic coherence: 0.14313447078 0.150856017488 95% => OK
Paragraph topic coherence SD: 0.0225959968683 0.0645574589148 35% => 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: 14.3 11.7677419355 122% => OK
flesch_reading_ease: 49.15 58.1214874552 85% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 13.17 10.9000537634 121% => OK
dale_chall_readability_score: 8.49 8.01818996416 106% => OK
difficult_words: 110.0 86.8835125448 127% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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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.