For teachers, the role they play should be more inclined to helping students in learning with efficiency. This is why we need teachers to guide us in academia in spite of the fact that they might not be liked by most of the students. Learning prevails over popularity at school for teachers. Thus, in my opinion, it is really arduous for teachers to make their students like them and meanwhile also be able to assist them in effective learning at school.
To begin with, effective learning is always involved with the hard time. If a teacher helps his or her students to learn effectively, it means the aim of the teaching can be measured in a certain period of time. In other words, students need to be concentrated and serious, stopping making fun of each other like most young students do. This means teachers have an object to complete and usually within a set period of time during which students will be forced to learn and perceive the class material. Under such learning environment, it is not probable to make students like the teachers. Take math as an example. Most students dislike this subject; if teachers want all their students learn multiplication table effectively, they need to pressure students into paying attention to the class, admonishing them to learn it by heart in the class time. With stress, a majority of students will not agree much with what the teacher does in the class. Students will certainly grumble and dislike what the teachers do. Moreover, if they have hard time finishing this class task on time, they might be punished. The complaints they have can in turn go to the teachers in the end. Thus, it is not easy for a teacher to be able to effectively assist students and to be popular at the same time, of which the two behaviors are contradictory in many aspects.
Secondly, students always like teachers who can make them feel at ease. It is almost impossible for teachers to help students effectively for their learning in a happy way. To be more concise, learning is not all fun and relaxing because we are absorbing new things, which might engage us in memorizing and in focusing. Take high school and elementary school students as examples. Most students go to school for fun, for meeting up their friends and for making friends they like. Of course, they also go to school for learning new things; however, if the teacher wants to effectively help the students learn new things in the class, the fun and relaxing time will be shrunk. For instance, in the mid-terms or finals, teachers are more serious and affirmative. Students do not like such learning environment as well as the teachers at that specific period of time. Therefore, how can a teacher be popular among students if he or she carries out the effective learning target in the class? The two elements are difficult to be achieved at the same time.
Admittedly, some people may claim that it is not difficult for teachers to be liked by students and still be able to help them effectively in learning. A great teacher can also produce a way in which students can be helped effectively and the teacher can also be liked. It is the teaching approach the teacher adopts that affects the whole learning. Human beings have been made attempts to come up with a solution that they can, as the proverb puts it “Kill two birds with one stone” A noble idea it is, the ambition of reaching a perfect outcome is the power of civic advancement for sure. However, it does not fit into the category of education. People need to make sacrifices in leaning. When the mission of such learning falls on teachers, they will of course try to make it easily absorbed to students. Yet when the latter mission cannot be reached, the teacher has to target on helping students learn effectively no matter students them or not. Thus, I agree with the prompt - It is difficult for teachers to be both popular and effective to help students in learning.
Grammar and spelling errors:
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...hem in effective learning at school. To begin with, effective learning is alw...
^^
Line 3, column 199, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...e teaching can be measured in a certain period of time. In other words, students need to be co...
^^^^^^^^^^^^^^
Line 3, column 412, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...ct to complete and usually within a set period of time during which students will be forced to...
^^^^^^^^^^^^^^
Line 3, column 1135, Rule ID: HAVE_PART_AGREEMENT[1]
Message: Use past participle here: 'canned'.
Suggestion: canned
...t be punished. The complaints they have can in turn go to the teachers in the end. ...
^^^
Line 5, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...s are contradictory in many aspects. Secondly, students always like teachers ...
^^
Line 5, column 160, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a happy way" with adverb for "happy"; eg, "in a hasty manner" with "hastily".
...students effectively for their learning in a happy way. To be more concise, learning is not al...
^^^^^^^^^^^^^^
Line 5, column 851, Rule ID: PERIOD_OF_TIME[1]
Message: Use simply 'period'.
Suggestion: period
...s well as the teachers at that specific period of time. Therefore, how can a teacher be popula...
^^^^^^^^^^^^^^
Line 7, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ult to be achieved at the same time. Admittedly, some people may claim that i...
^^
Transition Words or Phrases used:
also, however, if, may, moreover, really, second, secondly, so, still, therefore, thus, well, while, as to, for instance, of course, as well as, in my opinion, in other words, in spite of, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 36.0 15.1003584229 238% => Less to be verbs wanted.
Auxiliary verbs: 23.0 9.8082437276 234% => Less auxiliary verb wanted.
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 52.0 43.0788530466 121% => Less pronouns wanted
Preposition: 104.0 52.1666666667 199% => OK
Nominalization: 9.0 8.0752688172 111% => OK
Performance on vocabulary words:
No of characters: 3280.0 1977.66487455 166% => OK
No of words: 691.0 407.700716846 169% => Less content wanted.
Chars per words: 4.74674384949 4.8611393121 98% => OK
Fourth root words length: 5.12707312764 4.48103885553 114% => OK
Word Length SD: 2.6361011683 2.67179642975 99% => OK
Unique words: 275.0 212.727598566 129% => OK
Unique words percentage: 0.397973950796 0.524837075471 76% => More unique words wanted or less content wanted.
syllable_count: 983.7 618.680645161 159% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 9.59856630824 146% => OK
Article: 9.0 3.08781362007 291% => Less articles wanted as sentence beginning.
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 8.0 4.94265232975 162% => OK
Performance on sentences:
How many sentences: 35.0 20.6003584229 170% => OK
Sentence length: 19.0 20.1344086022 94% => OK
Sentence length SD: 50.6100740153 48.9658058833 103% => OK
Chars per sentence: 93.7142857143 100.406767564 93% => OK
Words per sentence: 19.7428571429 20.6045352989 96% => OK
Discourse Markers: 5.77142857143 5.45110844103 106% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 8.0 5.5376344086 144% => OK
Sentences with positive sentiment : 21.0 11.8709677419 177% => OK
Sentences with negative sentiment : 11.0 3.85842293907 285% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.515709845408 0.236089414692 218% => OK
Sentence topic coherence: 0.150477237726 0.076458572812 197% => OK
Sentence topic coherence SD: 0.111151250413 0.0737576698707 151% => OK
Paragraph topic coherence: 0.37771286753 0.150856017488 250% => Maybe some contents are duplicated.
Paragraph topic coherence SD: 0.0626681313471 0.0645574589148 97% => OK
Essay readability:
automated_readability_index: 10.8 11.7677419355 92% => Automated_readability_index is low.
flesch_reading_ease: 69.11 58.1214874552 119% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.3 10.1575268817 82% => OK
coleman_liau_index: 10.27 10.9000537634 94% => OK
dale_chall_readability_score: 7.07 8.01818996416 88% => OK
difficult_words: 109.0 86.8835125448 125% => 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.