The best way to teach is to praise positive actions and ignore negative ones.Write a response in which you discuss the extent to which you agree or disagree with therecommendation and explain your reasoning for the position you take. In developing andsupp

Essay topics:

The best way to teach is to praise positive actions and ignore negative ones.
Write a response in which you discuss the extent to which you agree or disagree with the
recommendation and explain your reasoning for the position you take. In developing and
supporting your position, describe specific circumstances in which adopting the
recommendation would or would not be advantageous and explain how these examples
shape your position.

The recommendation presents a view that I would agree is successful most of the
time, but one that I cannot fully support due to the “all or nothing” impression it gives.
Certainly as an educator I agree fully that the best way to elicit positive response
from students is to make use of students’ positive energy and then encourage actions
that you would like to see repeated. It is human nature that we all want to be accepted
and achieve on some level, and when people in authority provide feedback that we
have done something well, the drive to repeat the action that was praised is bound to
be particularly strong.
This blanket statement would obviously pay dividends in situations in which a
teacher desires to have students repeat particular behaviors. For example, if an
educator is attempting to teach students proper classroom etiquette, it would be
appropriate to openly praise a student who raises his or her hand when wishing to
speak or address the class. In such cases, the teacher may also help shape positive
behaviors by ignoring a student who is trying to interject without approval from the
teacher. In fact, the decision to ignore students who are exhibiting inappropriate
behaviors of this type could work very well in this situation, as the stakes are not very
high and the intended outcome can likely be achieved by such a method. However, it
is important to note here that this tactic would only be effective in such a “low-stakes”
situation, as when a student speaks without raising her hand first. As we will discuss
below, ignoring a student who hits another student, or engages in more serious
misbehaviors, would not be effective or prudent.
To expand on this point, it is important for teachers to be careful when working with
the second half of this statement, only ignoring negative actions that are not serious.
Take for instance a student who is misbehaving just by chatting with a fellow class -
mate. This student might not be presenting much of a problem and may be simply
seeking attention. Ignoring the student might, in fact, be the best solution. Now
assume the negative action is the improper administering of chemicals in a science
experiment or the bullying of a fellow student. To ignore these negative actions would
be absurd and negligent. Now you are allowing a problem to persist, one that could
potentially lead to much bigger and more dangerous issues. In a more serious
situation, addressing the negative actions quickly and properly could stop the problem
it in its tracks. It is for reasons like this that I do not advocate the idea that a teacher can
be successful by simply ignoring negative actions.
I do, however, greatly support the idea that the central focus of teaching should be
to build on and encourage positive actions. However, the author’s all-encompasing
statement leaves too many negative possibilities for the classroom. Perhaps a better
way to phrase this statement would be to say, “The best way to teach is to praise
positive actions and ignore negative ones that are not debilitating to class efficiency
or the safety of any individual”.
Thus, in the original statement, there are indeed some good intentions, and there
could be a lot of merit in adopting its basic principles. Data proves that positive support
can substantially increase motivation and desire in students and contribute to positive
achievements. In fact, most studies of teaching efficacy indicate that praising positive
actions and ignoring negative ones can create a more stable and efficient classroom.
It needs to be stressed, however, that this tool is only effective at certain levels of
misbehavior. As mentioned above, when the behavior is precipitated by feelings of
revenge, power or total self-worthlessness, this methodology will likely not work. It is
likely to be very successful, however, when the drive behind the misbehavior is simple
attention seeking. In many of these instances, if the teacher demonstrates clearly that
inappropriate behavior does not result in the gaining of attention, students are more
likely to seek attention by behaving properly. Should the student choose this path, then
the ignoring has worked and when the positive behavior is exhibited, then the teacher
can utilize the first part of the theory and support or praise this behavior. Now it is
much more likely to be repeated. If the student does not choose this path and instead
elects to raise the actions to a higher level that presents a more serious issue, then
ignorance alone cannot work and other methods must be employed.
In conclusion, one can appreciate the credo expressed in this instance, but surely
we all can see the potential error of following it through to the extreme

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Average: 6.6 (1 vote)
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Comments

Grammar and spelling errors:
Line 18, column 76, 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
... tactic would only be effective in such a 'low-stakes' situation, as w...
^

Transition Words or Phrases used:
also, but, first, however, if, may, second, so, then, thus, well, for example, for instance, in conclusion, in fact

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 45.0 19.5258426966 230% => Less to be verbs wanted.
Auxiliary verbs: 30.0 12.4196629213 242% => Less auxiliary verb wanted.
Conjunction : 30.0 14.8657303371 202% => Less conjunction wanted
Relative clauses : 32.0 11.3162921348 283% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 63.0 33.0505617978 191% => Less pronouns wanted
Preposition: 92.0 58.6224719101 157% => OK
Nominalization: 19.0 12.9106741573 147% => OK

Performance on vocabulary words:
No of characters: 4091.0 2235.4752809 183% => OK
No of words: 789.0 442.535393258 178% => Less content wanted.
Chars per words: 5.18504435995 5.05705443957 103% => OK
Fourth root words length: 5.29991922678 4.55969084622 116% => OK
Word Length SD: 2.93992103898 2.79657885939 105% => OK
Unique words: 347.0 215.323595506 161% => OK
Unique words percentage: 0.43979721166 0.4932671777 89% => More unique words wanted or less content wanted.
syllable_count: 1267.2 704.065955056 180% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 15.0 6.24550561798 240% => Less pronouns wanted as sentence beginning.
Article: 8.0 4.99550561798 160% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 13.0 4.38483146067 296% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 32.0 20.2370786517 158% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 51.588516164 60.3974514979 85% => OK
Chars per sentence: 127.84375 118.986275619 107% => OK
Words per sentence: 24.65625 23.4991977007 105% => OK
Discourse Markers: 3.59375 5.21951772744 69% => OK
Paragraphs: 58.0 4.97078651685 1167% => Less paragraphs wanted.
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 14.0 5.13820224719 272% => Less negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.175342945819 0.243740707755 72% => OK
Sentence topic coherence: 0.0523485232893 0.0831039109588 63% => OK
Sentence topic coherence SD: 0.0524503284697 0.0758088955206 69% => OK
Paragraph topic coherence: 0.0398971139488 0.150359130593 27% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.042754731598 0.0667264976115 64% => OK

Essay readability:
automated_readability_index: 15.3 14.1392134831 108% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 13.12 12.1639044944 108% => OK
dale_chall_readability_score: 8.47 8.38706741573 101% => OK
difficult_words: 182.0 100.480337079 181% => OK
linsear_write_formula: 18.5 11.8971910112 155% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?

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Write the essay in 30 minutes.
Maximum six paragraphs wanted.

Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.