Question :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.
Use specific reasons and examples to support your answer.
People have differing views regard to how treat in a meeting or classroom when professor make a mistake. While some argue that either we should inform the professor after presentation or we have other option, say nothing, I think we should correct the miss or wrong information in the meeting or classroom.
In my opinion, interrupting and correct the professor's mistake have several positive consequences with minor negative ones. In terms of positive consequence, interrupting and correcting mistakes in the meeting could prevent transforming wrong information to other students or other members of the meeting. If teachers in the meeting continue their wrong believes or ideas, others may convey these incorrect information into another medium such as other academic meeting, write these wrong information in their educational papers, as well as use these information in the exam or homework. Furthermore, correcting wrong data right away in the class or meeting, cause the teachers focus more carefully and improve their knowledge around those subjects. This promotes the idea that teachers should study and broad their views before presenting particular subject in any meeting. Similarly, the message to other lecturers is that effective presentation requires hard work, application and perseverance. In addition, when someone stop a teacher in order to correct his mistake, this will result in other members take part in the discussion and exchange their ideas regard to the topic.
However, from negative perspective, some argue that interrupting a teacher in the class or meeting cause unhappy sense in the teacher’s feeling, and may be damaged other members feeling. But I think this idea is shortsighted view. In terms of career, the teacher would get a better chance to learn correct form of the information and gain real experience of others. As a result, this leads to promotions and successful career in the future.
Another more subtle point is that talking to a teacher, when class or meeting is over, about his incorrect information provided in the meeting may informed and alert the teacher, but it is likely that this work has no benefit for rest of the group because of they left the meeting and may have no access to the corrected form of information.
In conclusion, teaching and presenting in a meeting is just as demanding and challenging as other profession. It is clear that one possible hard part of this task is correcting wrong ideas in the meeting right away after presented by the professor. Although this approach may have negative result for the professor, the positive effects are more appealing.
Grammar and spelling errors:
Line 3, column 546, Rule ID: THIS_NNS[2]
Message: Did you mean 'this information' or 'these informations'?
Suggestion: this information; these informations
...heir educational papers, as well as use these information in the exam or homework. Furthermore, c...
^^^^^^^^^^^^^^^^^
Line 3, column 1025, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'someone' must be used with a third-person verb: 'stops'.
Suggestion: stops
...perseverance. In addition, when someone stop a teacher in order to correct his mista...
^^^^
Line 5, column 299, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to correct'
Suggestion: to correct
...cher would get a better chance to learn correct form of the information and gain real e...
^^^^^^^
Line 7, column 249, Rule ID: BECAUSE_OF_I[1]
Message: Probable usage error. Use 'because they' instead.
Suggestion: because they
...rk has no benefit for rest of the group because of they left the meeting and may have no access...
^^^^^^^^^^^^^^^
Transition Words or Phrases used:
but, furthermore, however, if, may, similarly, so, well, while, i think, in addition, in conclusion, such as, as a result, as well as, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 25.0 13.8261648746 181% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 34.0 43.0788530466 79% => OK
Preposition: 50.0 52.1666666667 96% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 2225.0 1977.66487455 113% => OK
No of words: 424.0 407.700716846 104% => OK
Chars per words: 5.24764150943 4.8611393121 108% => OK
Fourth root words length: 4.53775939005 4.48103885553 101% => OK
Word Length SD: 2.83257662624 2.67179642975 106% => OK
Unique words: 210.0 212.727598566 99% => OK
Unique words percentage: 0.495283018868 0.524837075471 94% => More unique words wanted or less content wanted.
syllable_count: 679.5 618.680645161 110% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 9.59856630824 52% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 7.0 3.51792114695 199% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 17.0 20.6003584229 83% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 70.6956535618 48.9658058833 144% => OK
Chars per sentence: 130.882352941 100.406767564 130% => OK
Words per sentence: 24.9411764706 20.6045352989 121% => OK
Discourse Markers: 8.70588235294 5.45110844103 160% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 6.0 11.8709677419 51% => More positive sentences wanted.
Sentences with negative sentiment : 9.0 3.85842293907 233% => Less negative sentences wanted.
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: 0.207569754102 0.236089414692 88% => OK
Sentence topic coherence: 0.0703877197001 0.076458572812 92% => OK
Sentence topic coherence SD: 0.0527354977111 0.0737576698707 71% => OK
Paragraph topic coherence: 0.1281260253 0.150856017488 85% => OK
Paragraph topic coherence SD: 0.0231401136186 0.0645574589148 36% => 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: 15.8 11.7677419355 134% => OK
flesch_reading_ease: 47.12 58.1214874552 81% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.7 10.1575268817 125% => OK
coleman_liau_index: 13.47 10.9000537634 124% => OK
dale_chall_readability_score: 8.63 8.01818996416 108% => OK
difficult_words: 102.0 86.8835125448 117% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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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.