Feedback is the important part in any learning process. It plays a vital role in learning by facilitating learning from the mistakes and maintaining the correctness. Feedback can be from others or from oneself, either way feedback is an imperative aspect of teaching. While it is beneficial to praise positive actions, it is rather going too far in stating that teaching which precludes action on negative deeds is the best one. Instead, negative actions need to be addressed with extra care so that they get corrected and won’t be repeated, since most people are not incorrigible after all.
Following along the same lines, as teaching starts with young school kids, in this case, often times, they do nugatory mistakes in ignorance, however if such ‘negative’ actions are ignored instead of getting corrected, there will be lesser chances for them in knowing how to differentiate between what is right and what is not and consequently rendering such method ineffective. Additionally, praising positive actions will definitely have a profound positive impact on them so as they tend to maintain it to get the praise. On the other hand, admonishing people who commit mischievous things is necessary too in order to induce some sense of fear in them against repeating it. Nevertheless, care should be taken in such admonishing since excess of this may make the student rather rebel and incorrigible eventually which is not desired at all.
Furthermore, this whole paradigm of praise for positive and moderate reproach for negative can be loosely translated to the concept of marks in an examination which inherently makes the mistakes expensive by awarding no marks and praises the positives by giving non-zero marks for right answers. As it is evident that, examinations have inculcated this habit of being wary of doing mistakes, we can draw parallel with stating that it is rather better to weigh negative actions too rather than ignoring them.
Having said this, both too much praise for a positive action and too much censure for a negative action can be detrimental to the overall goal of teaching and learning. Since too much praise can render complacency and too much censure, incorrigibility and indifference. So, the levels of either should be maintained at innocuous levels in order to get good, desired results of teaching.
In conclusion, teaching should include both praise for positive and rebuke for negative actions, rather than obviating negative in order to make the students complete and perfect.
- In general, people are living longer now. Discuss the causes of thisphenomenon. Use specific reasons and details to develop your essay. 90
- TOEFL integrated writing: Altruism. 3
- Do you agree or disagree with the following statement? Television advertising directed toward young children (aged two to five) should not be allowed. Use specific reasons and examples to support your answer. 83
- It is more important to keep your old friends than to make new friends. 70
- A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught.Use specific reasons and examples to support your answer 70
Grammar and spelling errors:
Line 1, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
Feedback is the important part in any le...
^^^^^^^^
Line 3, column 57, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... the same lines, as teaching starts with young school kids, in this case, often t...
^^
Transition Words or Phrases used:
consequently, furthermore, however, if, may, nevertheless, so, while, after all, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 56.0 58.6224719101 96% => OK
Nominalization: 3.0 12.9106741573 23% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2141.0 2235.4752809 96% => OK
No of words: 408.0 442.535393258 92% => More content wanted.
Chars per words: 5.24754901961 5.05705443957 104% => OK
Fourth root words length: 4.49433085973 4.55969084622 99% => OK
Word Length SD: 2.90861778682 2.79657885939 104% => OK
Unique words: 216.0 215.323595506 100% => OK
Unique words percentage: 0.529411764706 0.4932671777 107% => OK
syllable_count: 669.6 704.065955056 95% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 15.0 20.2370786517 74% => 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: 27.0 23.0359550562 117% => OK
Sentence length SD: 79.9407002443 60.3974514979 132% => OK
Chars per sentence: 142.733333333 118.986275619 120% => OK
Words per sentence: 27.2 23.4991977007 116% => OK
Discourse Markers: 7.53333333333 5.21951772744 144% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More 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: 0.2861299552 0.243740707755 117% => OK
Sentence topic coherence: 0.0941758724342 0.0831039109588 113% => OK
Sentence topic coherence SD: 0.0970099397501 0.0758088955206 128% => OK
Paragraph topic coherence: 0.171103287667 0.150359130593 114% => OK
Paragraph topic coherence SD: 0.0311634312859 0.0667264976115 47% => 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: 16.9 14.1392134831 120% => OK
flesch_reading_ease: 44.07 48.8420337079 90% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 13.47 12.1639044944 111% => OK
dale_chall_readability_score: 9.19 8.38706741573 110% => OK
difficult_words: 109.0 100.480337079 108% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 12.8 11.2143820225 114% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.