“The best way to teach is to praise positive actions and ignore negative ones”
To teach someone can often lead to equivocal situations such as to motivate for the good jobs or to admonish for the bad ones. The prompt suggests that condoning the negative ones and praising for the positive ones is the best way to teach. The suggestion, even though, not completely wrong, in the sense that, motivation is important in the way of learning, I believe, warning for the mistakes is also necessary.
Teaching is said to be a noble profession. A teacher introduces student with new topics, makes the complex scenarios comprehensible to the students. Teaching does not only involve making the convoluted topics intelligible, but also a teacher nourishes the mind of the student to think in a positive manner. The mental growth of a person is largely dependent on teacher’s behavior towards him. So when a student gets praised for his achievements, it motivates him to aim for another achievement. The laudable words of the instructor helps him to do even better the next time. Positive words also work as a measurement of reputation for a person. A sense of reputation can insert a sense of losing that reputation as well, making that person to try his best in keeping his reputation afloat. So, he tries to abstain from the negative ones that can lead to a demeaning situation for him. Thus, a laudable approach to a student’s success can drive him in the correct path and make him a better learner.
However, turning a deaf ear to student’s negative deeds can be detrimental to his learning path. Because often it is seen that condoning mistakes leads to bigger mistakes and ultimately works as a subtle demotivating element for a person to learn anything at all. When mistakes are made the first time, a teacher should confront him. Instead of giving tacit approval, he should ask him about the reasons of such mistake. Furthermore, a teacher should dig deep and try to find a solution to any sort of problem that the student is facing. Without making the student accountable, a teacher can never find the actual problems let alone solve them. If the negative deeds do not stop happening even after solving the problem the student is facing, then the teacher should strongly warn him and make him understand about the effects of his mistakes. It is not necessary to reprimand harshly at the very first sight of the mistake, but an encouraging speech along with a brief warning can certainly work as a tonic to overcome the negative aspects of the learner.
Few occasional pats on the back can motivate a learner highly, few commendations from the instructor himself can make the learner for focused and energized. But no person is free from mistakes. So, committing mistakes is not an uncommon thing, especially when learning something new or convoluted. In my opinion, even if the minor mistakes can be left blindly, the major ones must be confronted and asked about, and if necessary, minor punishment is permissible for the betterment of the student himself.
| 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 |
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- The best way to teach is to praise positive actions and ignore negative ones 58
Grammar and spelling errors:
Line 2, column 285, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a positive manner" with adverb for "positive"; eg, "in a hasty manner" with "hastily".
...rishes the mind of the student to think in a positive manner. The mental growth of a person is large...
^^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, so, then, thus, well, as to, sort of, such as, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 13.0 14.8657303371 87% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 56.0 58.6224719101 96% => OK
Nominalization: 13.0 12.9106741573 101% => OK
Performance on vocabulary words:
No of characters: 2481.0 2235.4752809 111% => OK
No of words: 508.0 442.535393258 115% => OK
Chars per words: 4.88385826772 5.05705443957 97% => OK
Fourth root words length: 4.74751043592 4.55969084622 104% => OK
Word Length SD: 2.79276462024 2.79657885939 100% => OK
Unique words: 249.0 215.323595506 116% => OK
Unique words percentage: 0.490157480315 0.4932671777 99% => OK
syllable_count: 772.2 704.065955056 110% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 11.0 4.99550561798 220% => Less articles wanted as sentence beginning.
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 46.7129789245 60.3974514979 77% => OK
Chars per sentence: 99.24 118.986275619 83% => OK
Words per sentence: 20.32 23.4991977007 86% => OK
Discourse Markers: 4.16 5.21951772744 80% => 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 : 11.0 5.13820224719 214% => 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: 0.143374114848 0.243740707755 59% => OK
Sentence topic coherence: 0.049086528411 0.0831039109588 59% => OK
Sentence topic coherence SD: 0.111133138325 0.0758088955206 147% => OK
Paragraph topic coherence: 0.111814472275 0.150359130593 74% => OK
Paragraph topic coherence SD: 0.105248024591 0.0667264976115 158% => OK
Essay readability:
automated_readability_index: 11.7 14.1392134831 83% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 11.02 12.1639044944 91% => OK
dale_chall_readability_score: 8.36 8.38706741573 100% => OK
difficult_words: 120.0 100.480337079 119% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 10.0 11.2143820225 89% => 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.