The best way to teach is to praise positive actions and ignore negative ones.
The importance of verbal commendations in the professional growth of a student or employee is well documented. However, it is unwise to follow a teaching style that eschews criticism altogether and relies solely on platitudinous compliments. It is important for a teacher to identify problem areas in a student and offer points of constructive criticism so that these issues can be effectively addressed.
The adage "You can catch more flies with honey than vinegar" is not relevant in a modern classroom setting. The American school system is built on the foundations of competition and triumph. To survive in a belligerent urban setting, it is necessary for teachers to optimize the learning process. This will only happen if demerits of students are pointed out. From a psychological perspective, it is known that a feeling of incompetence is a major catalyst for personal growth. Sedulous individuals recognize their limitations and then work towards alleviating them in an ebullient, unrestrained manner.
Firstly, choosing to ignore one's malfeasance comes at a price. In certain situations, it might be economically or strategically prudent to highlight one's wrongdoings. For instance, in a military operation, a general might expect unflinching obedience from his troops. If a soldier were to derelict his duty, it would endanger the whole operation. Under such circumstances , it is essential for the authority-figure to criticize the soldier's action. Failing to do so would send an erroneous impression to his compeers. A feeling that one is beyond reprimand is conceivably the greatest obstacle to personal growth.
Perhaps the most logical argument for criticism from a higher-up is the elimination of complacency. A student who receives only positive feedback from his tutors is more likely to indulge in self-approbation. This primarily serves as an ego boost for the student and the ensuing torpor is more likely to negatively impact one's intellectual pursuits. There is a difference between genuine criticism and nitpicking. A teacher should be able to exercise restraint and moderation while engaging in criticism.
Furthermore, parents and peers have a major role in shaping the cognitive avenues of an individual. Parents who refrain from gainsay are more likely to cloud the judgment of their children. When parents display an unwillingness to acknowledge their children's shortcomings, they offer a tacit approval for his/her misdeeds. This could lead to the proliferation of anti-social tendencies. At some point, one should understand that brickbats and condemnations are tools that can be used for corrective purposes.
Sometimes, a student might be completely unaware of his weaknesses. In such a situation, the role of a teacher becomes all the more indispensable. History has shown us that great teachers have always been miserly with praise and surfeit with criticism. Teachers who engage constantly in fault-finding are often painted in a despotic and tyrannical light. But it is these teachers who impel their students to pursue excellence.
In addition, the coddling of pupils greatly alienates them from the real world. For example, an interviewer might be extremely persnickety when it comes to a potential candidate's flaws. A student who has never been exposed to criticism might find this experience unsettling. This may lead to serious psychological consequences. Crafting a market-ready individual is a lot like putting a fish into a bowl. A student should always be acclimatized to his surroundings, however predatory they may be.
It is therefore amply clear that disapproval from a higher-up is far more likely enhance the quality of one's work, provided it is germane and logically sound. Failing to censure one's faux pas can have deleterious consequences, particularly in an academic setting.
| 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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Grammar and spelling errors:
Line 3, column 341, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ocess. This will only happen if demerits of students are pointed out. From a psyc...
^^
Line 5, column 86, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...comes at a price. In certain situations, it might be economically or strategicall...
^^
Line 5, column 151, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...y or strategically prudent to highlight ones wrongdoings. For instance, in a militar...
^^^^
Line 5, column 373, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma, but not before the comma
Suggestion: ,
...hole operation. Under such circumstances , it is essential for the authority-figur...
^^
Line 5, column 416, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...it is essential for the authority-figure to criticize the soldiers action. Failin...
^^
Line 5, column 435, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'soldiers'' or 'soldier's'?
Suggestion: soldiers'; soldier's
... the authority-figure to criticize the soldiers action. Failing to do so would send an ...
^^^^^^^^
Line 15, column 105, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
... far more likely enhance the quality of ones work, provided it is germane and logica...
^^^^
Transition Words or Phrases used:
but, first, firstly, furthermore, however, if, may, so, then, therefore, well, while, for example, for instance, in addition
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 35.0 19.5258426966 179% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 74.0 58.6224719101 126% => OK
Nominalization: 20.0 12.9106741573 155% => OK
Performance on vocabulary words:
No of characters: 3271.0 2235.4752809 146% => OK
No of words: 595.0 442.535393258 134% => OK
Chars per words: 5.4974789916 5.05705443957 109% => OK
Fourth root words length: 4.93888872473 4.55969084622 108% => OK
Word Length SD: 3.29898499404 2.79657885939 118% => OK
Unique words: 329.0 215.323595506 153% => OK
Unique words percentage: 0.552941176471 0.4932671777 112% => OK
syllable_count: 1026.9 704.065955056 146% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 6.24550561798 224% => Less pronouns wanted as sentence beginning.
Article: 13.0 4.99550561798 260% => Less articles wanted as sentence beginning.
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 39.0 20.2370786517 193% => OK
Sentence length: 15.0 23.0359550562 65% => The Avg. Sentence Length is relatively short.
Sentence length SD: 25.8106695775 60.3974514979 43% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 83.8717948718 118.986275619 70% => OK
Words per sentence: 15.2564102564 23.4991977007 65% => OK
Discourse Markers: 3.17948717949 5.21951772744 61% => OK
Paragraphs: 8.0 4.97078651685 161% => Less paragraphs wanted.
Language errors: 7.0 7.80617977528 90% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 13.0 5.13820224719 253% => Less negative sentences wanted.
Sentences with neutral sentiment: 13.0 4.83258426966 269% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0366926218298 0.243740707755 15% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.00781683894169 0.0831039109588 9% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0185484124586 0.0758088955206 24% => Sentences are similar to each other.
Paragraph topic coherence: 0.0160734122905 0.150359130593 11% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0172541283714 0.0667264976115 26% => 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: 12.1 14.1392134831 86% => Automated_readability_index is low.
flesch_reading_ease: 47.79 48.8420337079 98% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 14.03 12.1639044944 115% => OK
dale_chall_readability_score: 9.82 8.38706741573 117% => OK
difficult_words: 205.0 100.480337079 204% => Less difficult words wanted.
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 8.0 11.2143820225 71% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
---------------------
Maximum six paragraphs wanted.
It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 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.