It’s difficult for teachers to be both popular (well-liked) and effective in helping students learn.
Victor Hugo once commented, “He who who opens a school door, closes a prison.” The essence of the quote speaks volumes about the importance of education and its attendant benefits that education can confer on a person. Therefore, more and more people have underscored the importance of education by investing into many resources, time or money. Teachers play a critical role in education, since teachers are the main purveyors of knowledge transmission and they can be students’ role models. Therefore, it is many educators’ as well as my belief that it is actually not that difficult for teachers to be both popular and effective in helping students learn.
To begin with, popular teachers find themselves more empathetic of students’ learning issues, meaning that they have better and more accessible ways to understanding what kinds of learning issues students are having, thus permitting them to come up with solutions. Since these popular teachers are well-liked by students, students will be more willing to approach teachers and discuss their learning issues without feeling mortified or intimated by teachers. In this case, popular teachers can in fact orchestrate effective learning techniques to help students iron out their learning troubles. When in the grade school, I encountered an English teacher, named Hanson, who was very charismatic because of his affable and congenial personality. He often joked or sang or danced in class, hoping to buoy us and stimulating us to engage in learning. The way he carried himself was pretty encouraging since he never acted like as if he were the teacher. Instead, everyone in my class treated him as a big brother. Whenever in class, we felt warmth, not a bit of stress or pressure, compared with how we felt in other classes. Therefore, more and more people fell in love with learning English, me with no exception. Due to his friendly personality, whenever we had troubles in learning, we wouldn’t hesitate to ask him for help. One time, I had to deliver a public speech in English, but I had had a tremendous stage fright, not to mention the pressure coupled with giving the speech in a foreign language. Troubled by this issue, I went to Mr. Hanson for help, who was very kind enough to proffer me some practical suggestions. He suggested that I could picture the audience down below were all watermelons, and they were all lifeless. In that way, I could feel less nervous. The technique worked like a charm and I eventually overcame my fear of speaking on the stage all thanks to Mr. Hanson’s help.
Furthermore, well-liked teachers are more creative. To be more specific, well-liked teachers tend to come up with interesting ideas or techniques to engage with students, who in turn embrace their teachers’ creativity and end up liking teachers, the result of such loop, most importantly, being students’ improved learning. To exemplify this, when I was in undergraduate, I took a course called Grammar in Use, where the professor incorporated a wide variety of techniques such as multi-media visualization and poster presentation and website-designing to help students better understand how English grammar is actually used in life, such as “ten items or less” instead of “ten items or fewer.” Some of the classmates designed a website where they presented and documented real-life grammar whereas some even recorded podcasts. Everyone was fascinated by the difference between English grammar in textbooks and that in life. The activities designed by our professor were so engaging that many people fell in love with English grammar and took more advanced grammar class with the same professor the next semester.
Irrefutably, some dissidents may disavow my arguments by claiming that well-liked teachers are too busy to improve their teaching. That is, they might channel most of their time maintaining their popularity or wooing students. Therefore, student might not be able to learn as much as they might with a less popular teacher. However, have these people not reapplied that these two categories are not necessarily conflicting? In fact, popular teachers can make students’ learning effective because essentially, the very root of student’s effective learning springs from students’ motivation to learn. If students are not galvanized to learn, however effective the teaching materials or techniques are, students will juts not feel the fruit of their education. What can therefore make students feel motivated? Popular teachers can. Well-liked teachers can break down the psychological barriers or fears that students have for learning. Only with this very first step can an effective learning take place, therefore inspiring students to pursue knowledge. Having an inspiring and popular teacher around can ignite students’ passion for learning and it is not that difficult for well-liked teachers to be popular and helpful and effective in helping students learn. After all, like what Albert Einstein said, “It is the supreme art of to awaken joy in creative expression and knowledge.”
| Post date | Users | Rates | Link to Content |
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| 2019-07-18 | Chuppy | 73 | view |
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Grammar and spelling errors:
Line 1, column 38, Rule ID: ENGLISH_WORD_REPEAT_RULE
Message: Possible typo: you repeated a word
Suggestion: who
Victor Hugo once commented, 'He who who opens a school door, closes a prison.&a...
^^^^^^^
Line 3, column 1774, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...lifeless. In that way, I could feel less nervous. The technique worked like a cha...
^^
Line 5, column 726, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: Some
...tead of 'ten items or fewer.' Some of the classmates designed a website where the...
^^^^^^^^^^^
Line 7, column 546, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ntially, the very root of student's effective learning springs from students...
^^
Line 7, column 731, Rule ID: DID_BASEFORM[1]
Message: The verb 'will' requires the base form of the verb: 'jut'
Suggestion: jut
...erials or techniques are, students will juts not feel the fruit of their education. ...
^^^^
Transition Words or Phrases used:
actually, but, first, furthermore, however, if, may, so, therefore, thus, well, whereas, after all, in fact, such as, as well as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 30.0 15.1003584229 199% => OK
Auxiliary verbs: 17.0 9.8082437276 173% => OK
Conjunction : 34.0 13.8261648746 246% => Less conjunction wanted
Relative clauses : 22.0 11.0286738351 199% => OK
Pronoun: 73.0 43.0788530466 169% => Less pronouns wanted
Preposition: 110.0 52.1666666667 211% => Less preposition wanted.
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 4349.0 1977.66487455 220% => Less number of characters wanted.
No of words: 812.0 407.700716846 199% => Less content wanted.
Chars per words: 5.35591133005 4.8611393121 110% => OK
Fourth root words length: 5.33812829534 4.48103885553 119% => OK
Word Length SD: 3.05783862253 2.67179642975 114% => OK
Unique words: 393.0 212.727598566 185% => OK
Unique words percentage: 0.483990147783 0.524837075471 92% => More unique words wanted or less content wanted.
syllable_count: 1332.9 618.680645161 215% => syllable counts are too long.
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 9.59856630824 156% => OK
Article: 6.0 3.08781362007 194% => OK
Subordination: 9.0 3.51792114695 256% => Less adverbial clause wanted.
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 11.0 4.94265232975 223% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 36.0 20.6003584229 175% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 86.9061994336 48.9658058833 177% => OK
Chars per sentence: 120.805555556 100.406767564 120% => OK
Words per sentence: 22.5555555556 20.6045352989 109% => OK
Discourse Markers: 3.97222222222 5.45110844103 73% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 30.0 11.8709677419 253% => Less positive sentences wanted.
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
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: 0.535502209426 0.236089414692 227% => OK
Sentence topic coherence: 0.139199623653 0.076458572812 182% => OK
Sentence topic coherence SD: 0.168769378862 0.0737576698707 229% => The coherence between sentences is low.
Paragraph topic coherence: 0.35079365234 0.150856017488 233% => OK
Paragraph topic coherence SD: 0.136046865572 0.0645574589148 211% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 15.1 11.7677419355 128% => 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: 14.1 10.9000537634 129% => OK
dale_chall_readability_score: 8.66 8.01818996416 108% => OK
difficult_words: 202.0 86.8835125448 232% => Less difficult words wanted.
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 15.0 10.247311828 146% => 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.