The best way to teach is to praise positive and ignore negative ones.
In the process of learning, it is important to give proper amount of affirmation to students in order to boost their confident and hence keep their motivation of study. However, it doesn’t mean that punishments should be completely eliminated during the process. Giving both positive and negative feedback in the moderate amount would be the most ideal way of teaching.
Praise is just like candies, it is a pleasure when we take moderate amount of them. While it may also damage our teeth if we take too much of them. Same thing happens when learning. No matter what kind of subjects of skills the teachers are teaching, it is vital to give students positive feedback when they do right or make progress, even the tiny progress deserve some praises because students need incentives and encouragement to keep on going. Especially when students encounter some difficulties in their learning process, it is essential for teacher to notice the obstacle they have, companying them conquring the trouble, and most importantly accompliment them for doing a great job. Just a few words can come a long way. However, it may turn the praise become a negative effect to students if we give to much of them. For example, if we keep on praising a students for doing good on exams, he may become proud and arrogant, then think he doesn’t need to learn anymore.
Although punishments are not the decent feedback that students want, but it is necessary in the process of learning in that some of the wrongdoing should be inhibit right at the time in order to prevent it happens again, especially to the students in the young age. Several researches already confirm the fact that human brain doesn’t born and be mature right after birth, instead, the long growing process could continues for a decade long. In other word, usually our brain can be fully developed at the age of 20. With that said, young students don’t have the ability of discerning what is the wrong and right things to do because they are biologically immature. If their wrongdoing at the time couldn’t be stopped at the time, it is easily to foster them the wrong concept or behavior in their critical period of learning. Instead of just ignoring their negative behavior, we ought to prevent them from doing the wrong thing again in the future. And the more deterring punishments, like moderate amount of physical punishment should be conducted when necessary.
All in all, it is positive to praise students when they performe well or need some encouragements to keep learning. However, it is also crucial to do some punishment when students make mistakes in order to keep them from depraving or going on the wrong way of learning at a young age.
| Post date | Users | Rates | Link to Content |
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| 2024-11-28 | nha1806 | view | |
| 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 |
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Grammar and spelling errors:
Line 3, column 439, Rule ID: ON_GOING[1]
Message: Did you mean 'ongoing'?
Suggestion: ongoing
...ed incentives and encouragement to keep on going. Especially when students encounter som...
^^^^^^^^
Line 3, column 810, Rule ID: TO_TOO[2]
Message: Did you mean 'too'?
Suggestion: too
... negative effect to students if we give to much of them. For example, if we keep o...
^^
Line 3, column 863, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a student' or simply 'students'?
Suggestion: a student; students
...em. For example, if we keep on praising a students for doing good on exams, he may become ...
^^^^^^^^^^
Line 3, column 983, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... he doesn't need to learn anymore. Although punishments are not the decent ...
^^^^^
Line 5, column 125, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
...sary in the process of learning in that some of the wrongdoing should be inhibit right at t...
^^^^^^^^^^^
Line 5, column 158, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean 'inhibited'?
Suggestion: inhibited
...n that some of the wrongdoing should be inhibit right at the time in order to prevent i...
^^^^^^^
Line 5, column 419, Rule ID: DID_BASEFORM[1]
Message: The verb 'could' requires the base form of the verb: 'continue'
Suggestion: continue
...instead, the long growing process could continues for a decade long. In other word, usual...
^^^^^^^^^
Line 7, column 286, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...e wrong way of learning at a young age.
^^^^^
Transition Words or Phrases used:
also, but, hence, however, if, may, so, then, well, while, for example, kind of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2272.0 2235.4752809 102% => OK
No of words: 464.0 442.535393258 105% => OK
Chars per words: 4.89655172414 5.05705443957 97% => OK
Fourth root words length: 4.64119157421 4.55969084622 102% => OK
Word Length SD: 2.69006614345 2.79657885939 96% => OK
Unique words: 216.0 215.323595506 100% => OK
Unique words percentage: 0.465517241379 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 689.4 704.065955056 98% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 66.1497543457 60.3974514979 110% => OK
Chars per sentence: 113.6 118.986275619 95% => OK
Words per sentence: 23.2 23.4991977007 99% => OK
Discourse Markers: 3.95 5.21951772744 76% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 8.0 7.80617977528 102% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.100419002096 0.243740707755 41% => OK
Sentence topic coherence: 0.0378819343234 0.0831039109588 46% => OK
Sentence topic coherence SD: 0.0501575515487 0.0758088955206 66% => OK
Paragraph topic coherence: 0.0728225271329 0.150359130593 48% => OK
Paragraph topic coherence SD: 0.0274615526156 0.0667264976115 41% => 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: 13.2 14.1392134831 93% => Automated_readability_index is low.
flesch_reading_ease: 56.59 48.8420337079 116% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 11.44 12.1639044944 94% => OK
dale_chall_readability_score: 8.04 8.38706741573 96% => OK
difficult_words: 96.0 100.480337079 96% => OK
linsear_write_formula: 6.5 11.8971910112 55% => Linsear_write_formula is low.
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 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: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
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.