The best way to teach is to praise positive actions and ignore negative ones.
It is certainly true that to encourage positive behaviors is to make use of student’s positive energy and encourage actions that you would like to see repeated. On the other hand, as the recommendation presents, ignoring each and every negative action may prove to be counterproductive as it might exacerbate underlying behavioral problems and worsen the situation. Thus, I partially agree with the above recommendation as it holds true only within a certain context.
Undeniably, to fortify desirable actions it is imperative to praise those actions to reinforce such behaviors. Such as during a class when a student asks compelling questions on behalf of the class with proper etiquette, praising that action openly will be quite rewarding to both as a teacher who establishes proper behavior and the to the student. Since every human being desires acknowledgment and recognition, when people in authority provide positive feedback of them doing something well, they are bound to repeat those actions to elicit a similar response again.
Likewise, if a student is being a nuisance in classroom trying to attract the teachers attention, it is generally best to pay no heed to such behaviors so as to deter them from repeating it again. After all, if the student is not getting the desired response for such negative behaviors, he or she is more likely to attempt the positive action that prompted such attention. But it is important to note that such tactic would only work when the undesired consequence, in this case a class getting disturbed, is not that significant. For cases like violent outbreak or bullying, ignoring the scene would likely worsen the situation and is, thus, futile.
To expand on this point, take an example of bullying where if it goes unnoticed, the victim might develop severe personal issues and there would be no one to deter the bully to impede him from repeating the offense. Such actions should be severely reprimanded to set an example for what is unacceptable conduct. Ignoring this kind of attitude is also quite absurd and negligent. It is for these reasons that I can’t get behind the author’s idea of ignoring all such negative actions.
I, however, do support the idea that positive actions should be praised and encouraged. But ignoring the negative ones does not hold true due to the sheer possibility of those doings. Perhaps it would be better to phrase the statement as “the best way to teach is to praise positive actions and ignore negative ones which have an insignificant consequence or is not detrimental to other beings”.
To conclude, acknowledging the desirable actions is constructive but not all negative ones should be ignored as it is easy to see the potential error in following it to the extreme.
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| 2024-11-28 | nha1806 | view | |
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| 2024-10-22 | Celestina Asantewaa | 50 | view |
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| 2024-08-31 | hainess25 | 70 | view |
- Formal education tends to restrain our minds and spirits rather than set them free 80
- Governments should focus on solving the immediate problems of today rather than on trying to solve the anticipated problems of the future. 83
- People's behavior is largely determined by forces not of their own making.Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting 55
- Statement of purpose 80
- Governments should offer a free university education to any student who has been admitted to a university but who cannot afford the tuition. 81
Grammar and spelling errors:
Line 5, column 79, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...ance in classroom trying to attract the teachers attention, it is generally best to pay ...
^^^^^^^^
Line 5, column 153, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...y best to pay no heed to such behaviors so as to deter them from repeating it again. Aft...
^^^^^^^^
Transition Words or Phrases used:
also, but, however, if, likewise, may, so, thus, well, after all, as to, kind of, such as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 54.0 58.6224719101 92% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2341.0 2235.4752809 105% => OK
No of words: 458.0 442.535393258 103% => OK
Chars per words: 5.11135371179 5.05705443957 101% => OK
Fourth root words length: 4.62611441266 4.55969084622 101% => OK
Word Length SD: 2.94088917853 2.79657885939 105% => OK
Unique words: 237.0 215.323595506 110% => OK
Unique words percentage: 0.517467248908 0.4932671777 105% => OK
syllable_count: 750.6 704.065955056 107% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 18.0 20.2370786517 89% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 53.6726762221 60.3974514979 89% => OK
Chars per sentence: 130.055555556 118.986275619 109% => OK
Words per sentence: 25.4444444444 23.4991977007 108% => OK
Discourse Markers: 6.0 5.21951772744 115% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.30310569321 0.243740707755 124% => OK
Sentence topic coherence: 0.0972746945953 0.0831039109588 117% => OK
Sentence topic coherence SD: 0.0827509377863 0.0758088955206 109% => OK
Paragraph topic coherence: 0.167494714689 0.150359130593 111% => OK
Paragraph topic coherence SD: 0.103566975003 0.0667264976115 155% => OK
Essay readability:
automated_readability_index: 15.4 14.1392134831 109% => OK
flesch_reading_ease: 46.1 48.8420337079 94% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.0 12.1743820225 107% => OK
coleman_liau_index: 12.65 12.1639044944 104% => OK
dale_chall_readability_score: 9.01 8.38706741573 107% => OK
difficult_words: 120.0 100.480337079 119% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
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.