The best way to teach is to praise positive actions and ignore negative ones
The topic raises the controversial issue of teaching with praise positive action by ignoring negative ones. Indisputably, Praising students for their positive actions boost their confidence. Nevertheless, Praising on for positive actions and leaving the negative actions will lead to lack of feedback to the children which causes troubles. Thus, I generally disagree with the opinion that the best way to teach is to praise positive actions and ignore negative actions, and would argue that the students should be given feedback for negative actions also.
First of all, student need feedback to assess themselves. I would like to point out that the student who gets feedback for his negative actions can correct them in future therefore, he will be successful. To illustrate, let us look at the example of a student who got less marks in a test. If the teacher indicate his mistakes in the exam rather than, only applauding for right answers then, there is a chance of committing the same error. In this circumstance, obviously student needs feedback for his negative actions. Consequently, it is pretty obvious that one should not ignore negative actions.
Furthermore, Praising for positive actions and ignoring negative ones may lead to over confidence in the children. Specifically, in academics with out knowing their mistakes the student thinks he is always right and commit errors in important examinations. Both common sense and personal experience have told us that, there should be always a feedback corrects our mistakes. Hence, all the evidence above demonstrates that teachers should not ignore negative actions.
Admittedly, some may argue that people should ignore negative while learning. This is true especially when it comes to boosting self confidence. In addition, it helps to learn without any stress. However, the above argument does not constitute a sufficient support to claim that one should ignore negative actions while teaching. Because, it boosts only confidence but not the accuracy and one should definitely know their mistakes to avoid them in the future.
In conclusion, although teaching while ignoring negative actions may help to grow confidence but it does not help student grow efficiently as he misses his feedback. Therefore, one must always teach them with a feedback.
| 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 |
- TOEFL integrated writing Altruism
- benefits of going green 70
- In an attempt to improve highway safety Prunty County last year lowered its speed limit from 55 to 45 miles per hour on all county highways But this effort has failed the number of accidents has not decreased and based on reports by the highway patrol man 68
- benefits of going green 73
- TOEFL integrated writing Altruism
Grammar and spelling errors:
Line 1, column 551, Rule ID: ALSO_SENT_END[1]
Message: 'Also' is not used at the end of the sentence. Use 'as well' instead.
Suggestion: as well
... be given feedback for negative actions also. First of all, student need feedback...
^^^^
Line 3, column 269, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun marks is countable.
Suggestion: fewer
...ook at the example of a student who got less marks in a test. If the teacher indicat...
^^^^
Line 5, column 143, Rule ID: WITH_OUT[1]
Message: This word is usually written together. Did you mean 'without'?
Suggestion: without
...he children. Specifically, in academics with out knowing their mistakes the student thin...
^^^^^^^^
Transition Words or Phrases used:
also, but, consequently, first, furthermore, hence, however, if, look, may, nevertheless, so, then, therefore, thus, while, in addition, in conclusion, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 19.5258426966 41% => More to be verbs wanted.
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 9.0 14.8657303371 61% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 35.0 33.0505617978 106% => OK
Preposition: 42.0 58.6224719101 72% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 1958.0 2235.4752809 88% => OK
No of words: 365.0 442.535393258 82% => More content wanted.
Chars per words: 5.36438356164 5.05705443957 106% => OK
Fourth root words length: 4.37092360658 4.55969084622 96% => OK
Word Length SD: 2.76350774238 2.79657885939 99% => OK
Unique words: 187.0 215.323595506 87% => More unique words wanted.
Unique words percentage: 0.512328767123 0.4932671777 104% => OK
syllable_count: 600.3 704.065955056 85% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 17.0 23.0359550562 74% => The Avg. Sentence Length is relatively short.
Sentence length SD: 41.669088365 60.3974514979 69% => OK
Chars per sentence: 93.2380952381 118.986275619 78% => OK
Words per sentence: 17.380952381 23.4991977007 74% => OK
Discourse Markers: 7.80952380952 5.21951772744 150% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.433648636302 0.243740707755 178% => OK
Sentence topic coherence: 0.135724045776 0.0831039109588 163% => OK
Sentence topic coherence SD: 0.14358404143 0.0758088955206 189% => OK
Paragraph topic coherence: 0.248796321545 0.150359130593 165% => OK
Paragraph topic coherence SD: 0.150311835674 0.0667264976115 225% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 12.5 14.1392134831 88% => Automated_readability_index is low.
flesch_reading_ease: 54.22 48.8420337079 111% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 13.51 12.1639044944 111% => OK
dale_chall_readability_score: 8.16 8.38706741573 97% => OK
difficult_words: 85.0 100.480337079 85% => More difficult words wanted.
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 8.8 11.2143820225 78% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
---------------------
Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 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.