Without no doubt, depending on the situation and student-teacher relationship, some student would prefer to interrupt and correct a teacher or leader mistake right away, while other may consider approach to the teacher at the end of the class, or simply say nothing. As far as I concern, I firmly support the idea of correct the mistake because a learning environment can not repress the opportunity of correction and learning. How to approach to the teacher or leader of a meeting would depend of each situation.
First of all, it is important to analyse if the mistake or incorrect opinion emitted by the teacher or leader is really a mistake or incorrect. Clearly, student not always are aware of all the information necessary to judge an opinion when they are precisely learning. For instant, interrupt a class trying to correct a possible mistake from the teacher when really he or she was right would end in a personal embarrassment for the student. Thus, it would be caution to wait and get the pertinent information before talk to the teacher.
Secondly, in case of being in a crowdy class with hundred of students point out the mistake of a teacher or a leader that could embarrass him or her, could represent a conflict in the future in the relationship between the student who ask and the teacher. For example, a very smart friend of mine played smart with a new teacher by asking hard questions till he got him felt into a mistake answer. After pointing out the mistake that day, the teacher decided not to allow him to ask for a long time during the classes. The relationship between them was broken. Considering this example, I believe that the best approach to discuss a possible mistake with a teacher is in a discreet way by talking with him or her at the end of the class.
Finally, say nothing would be a mistake itself. Moreover, in a education environment, like a class of any kind, the goal is to learn. Suppress a question in totally against the idea of learning, maximum if that question trend to correct a mistake. To illustrate this point, I remember the time during a math class that I had spotted a wrong answer in a problem solved by the teacher in class. As I am a very shy person, I didn't say anything. Consequently, when the exam arrive all the students answer the question wrong and our score suffered.
In summary, considering all the reasons exposed above, I indeed, believe that the best approach to correct a mistake said by the taecher or leader of a meeting would be by talking with him or her at the end of class or event.
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Grammar and spelling errors:
Line 3, column 166, Rule ID: ADVERB_WORD_ORDER[4]
Message: The adverb 'always' is usually put after the verb 'are'.
Suggestion: are always
...take or incorrect. Clearly, student not always are aware of all the information necessary ...
^^^^^^^^^^
Line 5, column 51, Rule ID: NODT_DOZEN[1]
Message: Use simply: 'a hundred'.
Suggestion: a hundred
...in case of being in a crowdy class with hundred of students point out the mistake of a ...
^^^^^^^
Line 5, column 606, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...idering this example, I believe that the best approach to discuss a possible mist...
^^
Line 5, column 670, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a discreet way" with adverb for "discreet"; eg, "in a hasty manner" with "hastily".
...ss a possible mistake with a teacher is in a discreet way by talking with him or her at the end o...
^^^^^^^^^^^^^^^^^
Line 7, column 62, 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'
Suggestion: an
...would be a mistake itself. Moreover, in a education environment, like a class of ...
^
Line 7, column 423, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
... in class. As I am a very shy person, I didnt say anything. Consequently, when the ex...
^^^^^
Transition Words or Phrases used:
consequently, finally, first, if, may, moreover, really, second, secondly, so, thus, while, for example, in summary, no doubt, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 19.0 13.8261648746 137% => OK
Relative clauses : 10.0 11.0286738351 91% => OK
Pronoun: 34.0 43.0788530466 79% => OK
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2120.0 1977.66487455 107% => OK
No of words: 457.0 407.700716846 112% => OK
Chars per words: 4.63894967177 4.8611393121 95% => OK
Fourth root words length: 4.62358717085 4.48103885553 103% => OK
Word Length SD: 2.70250710753 2.67179642975 101% => OK
Unique words: 209.0 212.727598566 98% => OK
Unique words percentage: 0.457330415755 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 652.5 618.680645161 105% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Interrogative: 2.0 0.994623655914 201% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 9.0 4.94265232975 182% => OK
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 63.3418811358 48.9658058833 129% => OK
Chars per sentence: 111.578947368 100.406767564 111% => OK
Words per sentence: 24.0526315789 20.6045352989 117% => OK
Discourse Markers: 7.31578947368 5.45110844103 134% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 10.0 3.85842293907 259% => 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: 0.197023220065 0.236089414692 83% => OK
Sentence topic coherence: 0.065260500671 0.076458572812 85% => OK
Sentence topic coherence SD: 0.056180133368 0.0737576698707 76% => OK
Paragraph topic coherence: 0.124063379356 0.150856017488 82% => OK
Paragraph topic coherence SD: 0.0540390980347 0.0645574589148 84% => OK
Essay readability:
automated_readability_index: 12.4 11.7677419355 105% => OK
flesch_reading_ease: 64.04 58.1214874552 110% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 9.93 10.9000537634 91% => OK
dale_chall_readability_score: 7.87 8.01818996416 98% => OK
difficult_words: 88.0 86.8835125448 101% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
---------------------
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
---------------------
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.