The best way to teach is to praise positive actions and ignore negative ones.
It is often said that a teacher may not have to be a human : it can be a situation, an exam, a library or even time as a matter of fact. The statement states that the best way to teach is by encouraging positive actions and by showing a blind eye to the mistakes made. Being a huge advocate of pragmatic teaching, I would disagree with a particular segment of the statement for a number of reasons as discussed further.
I believe that the aim of teaching is ultimately, learning. And learning can happen anywhere as does teaching. Encouragement and receiving accolades is something every person looks forward to. Praising can do wonders for a person : it not only lifts the mood and self confidence of the person but also encourages him to strive further and achieve his or her goals. For instance, in the 2006 World Cup semi-final, an inexperienced France side were losing to England and were almost down and out. But, a few words of praise and chants of encouragement turned the tide around. Invigorated, France went on to win not only the match but also the prestigious World Cup. This example illustrates the sheer effect of appraisal and encouragement. They learnt to strive till the end and not give up.
Although praising does wonders to a person, it is equally harmful to avoid and ignore the mistakes made. “Failure is the stepping stone to success” - this paraphrase has been used umpteen number of times in the history of mankind. Many emminent personalities have been criticised for their failures in inventions they eventually discovered. For instance, Thomas Alva Edison, the inventor of the bulb, failed more than a thousand times before he finally got it right. And he publicly thanked his adversaries for criticising him as those were the times that really taught him lessons, which ran deeper than school books or libraries. By ignoring the mistakes made, you give up a chance to learn something new, to become better and to come out stronger. In fact, mistakes are not only essential for learning but also the greatest teachers.
Although, some might argue that mistakes only discourage you and in turn end up being the reason for your failure but I believe that positive actions play an extremely important role in teaching, but analyzing the mistakes play an even more important role. So, teaching should have a perfect balance of appraisal and criticism to actually achieve the ultimate goal - Learning. This summarizes the need for change in the modern day methodologies which will help us generate a brighter future.
| 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 |
- The following is taken from a memo from the advertising director of the Super Screen Movie Production Company According to a recent report from our marketing department during the past year fewer people attended Super Screen produced movies than in any ot 53
- The best way to teach is to praise positive actions and ignore negative ones 58
- The vice president for human resources at Climpson Industries sent the following recommendation to the company s president In an effort to improve our employees productivity we should implement electronic monitoring of employees Internet use from their wo 67
- The best way for a society to prepare its young people for leadership in government industry or any other field is by instilling in them a sense of cooperation not competition 58
Grammar and spelling errors:
Line 3, column 329, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to further'
Suggestion: to further
...erson but also encourages him to strive further and achieve his or her goals. For insta...
^^^^^^^
Transition Words or Phrases used:
actually, also, but, finally, if, look, may, really, so, for instance, in fact, as a matter of fact
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 33.0 33.0505617978 100% => OK
Preposition: 49.0 58.6224719101 84% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 2124.0 2235.4752809 95% => OK
No of words: 432.0 442.535393258 98% => OK
Chars per words: 4.91666666667 5.05705443957 97% => OK
Fourth root words length: 4.55901411391 4.55969084622 100% => OK
Word Length SD: 2.76062481416 2.79657885939 99% => OK
Unique words: 246.0 215.323595506 114% => OK
Unique words percentage: 0.569444444444 0.4932671777 115% => OK
syllable_count: 667.8 704.065955056 95% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 45.3938913501 60.3974514979 75% => OK
Chars per sentence: 96.5454545455 118.986275619 81% => OK
Words per sentence: 19.6363636364 23.4991977007 84% => OK
Discourse Markers: 4.5 5.21951772744 86% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => 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: 0.120773618299 0.243740707755 50% => OK
Sentence topic coherence: 0.0339071904609 0.0831039109588 41% => OK
Sentence topic coherence SD: 0.0673301742696 0.0758088955206 89% => OK
Paragraph topic coherence: 0.0743090657048 0.150359130593 49% => OK
Paragraph topic coherence SD: 0.0375551407314 0.0667264976115 56% => OK
Essay readability:
automated_readability_index: 11.6 14.1392134831 82% => Automated_readability_index is low.
flesch_reading_ease: 60.65 48.8420337079 124% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 11.26 12.1639044944 93% => OK
dale_chall_readability_score: 8.38 8.38706741573 100% => OK
difficult_words: 104.0 100.480337079 104% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 10.0 11.7820224719 85% => 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: 58.33 out of 100
Scores by essay e-grader: 3.5 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.