The best way to teach is praise positive actions than negative one.
Teaching always a depending on to whom your are teaching.Thus nature of teaching will be depend on the person to whom we are teaching. Prompt claim that during teaching praise the positive action is better than negative one for better results of teaching. According to my opinion teaching will be best when both negative and positive action is praise together. This can be understood by following two examples.
Begin With example of praise positive action during teaching. Consider a student who is in inital stage of learing a new and difficult topic maths. In starting student should be encourage to do basic problem and once student is able to solve those basic problem, student should be motivated for solving more difficult problem by praising or rewarding for performing good in basic problems. In this way student can learn and master the topic. In last example when student is praised for earlier performance he or she got motivation and inspiration for doing further good which will help student to do better and better in that topic of subject maths.
Also, consider a example of athlete who is preparing for a 100 meter running. In starting of the training athlete was taking 15 sec, if from starting only coach of athlete putting pressure for world record of 9 sec in 100 meter running then by seeing the difference between actual results and desired results athlete may be become unmotivated and will not perform well. On the other hand, if instead of direct putting a pressure of world record coach can compare his current performance with previous bad performance to motivate for better results and in this way by praising athlete can actually make world record.
But, other way that is teaching by praising a negative action of will also work with many people under some condition and with some ability. Considering a same example athlete preparing for 100 meter of running. Now athlete is participating in qualification matches. Under this condition best of athlete can be elicit by putting the consequence of not to qualify, by putting he points related to style of running which his or her competitor has a better. If athlete has desired and passion of qualification then athlete will work harder and in this way by praising negative action also teaching can be done.
In conclusion, praise negative or positive action during teaching depends on the condition of circumstances and ability of student . If student is initial stage of learning or low energy the to boost student energy and for better learing positive action of student should pe praised .On the other hand, student will ability and passion to get better results, his or her negative action can pe praised time to time and better and better results can be elicit from student.
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Grammar and spelling errors:
Line 1, column 58, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: Thus
... depending on to whom your are teaching.Thus nature of teaching will be depend on th...
^^^^
Line 1, column 58, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
... depending on to whom your are teaching.Thus nature of teaching will be depend on th...
^^^^
Line 2, column 179, Rule ID: SHOULD_BE_DO[1]
Message: Did you mean 'encouraged'?
Suggestion: encouraged
...ic maths. In starting student should be encourage to do basic problem and once student is...
^^^^^^^^^
Line 2, column 189, Rule ID: ALLOW_TO[1]
Message: Did you mean 'doing'? Or maybe you should add a pronoun? In active voice, 'encourage' + 'to' takes an object, usually a pronoun.
Suggestion: doing
...In starting student should be encourage to do basic problem and once student is able ...
^^^^^
Line 2, column 443, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...student can learn and master the topic. In last example when student is praised fo...
^^
Line 2, column 651, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... better in that topic of subject maths. Also, consider a example of athlete who ...
^^^^
Line 3, column 16, 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
...ic of subject maths. Also, consider a example of athlete who is preparing for...
^
Line 3, column 223, Rule ID: CD_NN[1]
Message: Possible agreement error. The noun 'meter' seems to be countable, so consider using: 'meters'.
Suggestion: meters
...essure for world record of 9 sec in 100 meter running then by seeing the difference b...
^^^^^
Line 3, column 302, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'results'' or 'result's'?
Suggestion: results'; result's
...ence between actual results and desired results athlete may be become unmotivated and w...
^^^^^^^
Line 4, column 195, Rule ID: CD_NN[1]
Message: Possible agreement error. The noun 'meter' seems to be countable, so consider using: 'meters'.
Suggestion: meters
... same example athlete preparing for 100 meter of running. Now athlete is participatin...
^^^^^
Line 5, column 131, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
... of circumstances and ability of student . If student is initial stage of learning...
^^
Line 5, column 283, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Don't put a space before the full stop
Suggestion: .
...tive action of student should pe praised .On the other hand, student will ability ...
^^
Line 5, column 285, Rule ID: SENTENCE_WHITESPACE
Message: Add a space between sentences
Suggestion: On
...ve action of student should pe praised .On the other hand, student will ability an...
^^
Transition Words or Phrases used:
actually, also, but, if, may, so, then, thus, well, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 20.0 33.0505617978 61% => OK
Preposition: 72.0 58.6224719101 123% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2301.0 2235.4752809 103% => OK
No of words: 465.0 442.535393258 105% => OK
Chars per words: 4.94838709677 5.05705443957 98% => OK
Fourth root words length: 4.64369019777 4.55969084622 102% => OK
Word Length SD: 2.58326408433 2.79657885939 92% => OK
Unique words: 191.0 215.323595506 89% => More unique words wanted.
Unique words percentage: 0.410752688172 0.4932671777 83% => More unique words wanted or less content wanted.
syllable_count: 720.0 704.065955056 102% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 6.24550561798 32% => OK
Article: 0.0 4.99550561798 0% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 83.7545880829 60.3974514979 139% => OK
Chars per sentence: 121.105263158 118.986275619 102% => OK
Words per sentence: 24.4736842105 23.4991977007 104% => OK
Discourse Markers: 4.42105263158 5.21951772744 85% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 13.0 7.80617977528 167% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.291610515898 0.243740707755 120% => OK
Sentence topic coherence: 0.114786839383 0.0831039109588 138% => OK
Sentence topic coherence SD: 0.133346357838 0.0758088955206 176% => OK
Paragraph topic coherence: 0.184190769763 0.150359130593 123% => OK
Paragraph topic coherence SD: 0.124506655976 0.0667264976115 187% => OK
Essay readability:
automated_readability_index: 14.1 14.1392134831 100% => OK
flesch_reading_ease: 55.58 48.8420337079 114% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 11.73 12.1639044944 96% => OK
dale_chall_readability_score: 7.61 8.38706741573 91% => OK
difficult_words: 82.0 100.480337079 82% => More difficult words wanted.
linsear_write_formula: 6.0 11.8971910112 50% => Linsear_write_formula is low.
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
---------------------
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.