The best way to teach is to praise positive actions and ignore negative ones
The art of teaching is a wholesome process which includes looking at all aspects of the person being taught which includes positives as well as negatives. One can only improve if he/she makes
a mistake and is taught not to make the same mistake again. So, I believe that teaching should not only praise positive actions but also give significant importance to the negative ones
so that they are not repeated.
A simple example would be an invigilator ignoring a child who is cheating during a test. If the child is not corrected of his mistake, he may do it again oblivious of the fact that it is not right. But, if the child is corrected then and there aided by a small punishment, he is likely to remember it and refrain from doing so again. A kid who will be praised for his good deeds and at the same time criticized and corrected for his bad ones will ultimately become a better person in the long run.
Another probable example would be of an amateur racing driver who is moving up the ladder in his career showing real progress. Suppose, it's the last race of the championship and he needs
to secure a podium to win the championship, but he's unable to do so and desperation kicks in at the last lap of the race where he is unable to supersede the car in the third place and begins
making dangerous moves and ultimately puts the other driver out of the race. If the stewards knowingly ignore his rash driving and award him the podium since he's been exceptional so far by calling it a 'racing incident' is not doing any justice to the sport. The driver could get a sense of smug satisfaction winning races being overly aggressive and will be likely to do it again
putting other drivers and himself in danger having the notion that he can get away with it like the last time. This is definitely not good for the driver nor is it for the sport.
If he's instead disqualified or penalized for aggressive driving, he will always remember it and this will only motivate him to work harder and race fairer in the future which can take him
to new heights in his career.
The above examples are evidence that teaching should appreciate the positive actions of an individual but also correct the negative ones to make him/her not repeat the same mistake again.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-10-31 | ekarumeblessing@icloud.com | 79 | view |
| 2024-10-22 | Celestina Asantewaa | 50 | view |
| 2024-10-13 | ekarumeblessing@icloud.com | 58 | view |
| 2024-08-31 | hainess25 | 70 | view |
| 2024-08-29 | tester340 | 83 | view |
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Grammar and spelling errors:
Line 7, column 137, Rule ID: IT_IS[17]
Message: Did you mean 'it's' (='it is') instead of 'its' (possessive pronoun)?
Suggestion: it's; it is
... career showing real progress. Suppose, its the last race of the championship and h...
^^^
Line 8, column 49, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: he's
...e a podium to win the championship, but hes unable to do so and desperation kicks i...
^^^
Line 8, column 191, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...de the car in the third place and begins making dangerous moves and ultimately pu...
^^^
Line 9, column 159, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: he's
... driving and award him the podium since hes been exceptional so far by calling it a...
^^^
Line 11, column 4, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: he's
...the driver nor is it for the sport. If hes instead disqualified or penalized for a...
^^^
Transition Words or Phrases used:
also, but, if, look, may, so, then, third, well, as well as, in the third place
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 38.0 33.0505617978 115% => OK
Preposition: 41.0 58.6224719101 70% => OK
Nominalization: 5.0 12.9106741573 39% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1865.0 2235.4752809 83% => OK
No of words: 412.0 442.535393258 93% => More content wanted.
Chars per words: 4.52669902913 5.05705443957 90% => OK
Fourth root words length: 4.50530610838 4.55969084622 99% => OK
Word Length SD: 2.44567110317 2.79657885939 87% => OK
Unique words: 205.0 215.323595506 95% => OK
Unique words percentage: 0.497572815534 0.4932671777 101% => OK
syllable_count: 603.0 704.065955056 86% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 14.0 20.2370786517 69% => 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: 29.0 23.0359550562 126% => The Avg. Sentence Length is relatively long.
Sentence length SD: 66.0214869167 60.3974514979 109% => OK
Chars per sentence: 133.214285714 118.986275619 112% => OK
Words per sentence: 29.4285714286 23.4991977007 125% => OK
Discourse Markers: 5.64285714286 5.21951772744 108% => OK
Paragraphs: 11.0 4.97078651685 221% => Less paragraphs wanted.
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 5.0 10.2758426966 49% => More positive sentences wanted.
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.145316018045 0.243740707755 60% => OK
Sentence topic coherence: 0.0581008715454 0.0831039109588 70% => OK
Sentence topic coherence SD: 0.0914800656553 0.0758088955206 121% => OK
Paragraph topic coherence: 0.0635411479161 0.150359130593 42% => OK
Paragraph topic coherence SD: 0.0971124460315 0.0667264976115 146% => OK
Essay readability:
automated_readability_index: 14.6 14.1392134831 103% => OK
flesch_reading_ease: 50.5 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 9.59 12.1639044944 79% => OK
dale_chall_readability_score: 7.99 8.38706741573 95% => OK
difficult_words: 76.0 100.480337079 76% => More difficult words wanted.
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 13.6 11.2143820225 121% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
---------------------
Maximum six paragraphs wanted.
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
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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.