The best way to teach is to praise positive actions and ignore negative ones.
Write a response in which you discuss the extent to which you agree or disagree with the
recommendation and explain your reasoning for the position you take. In developing and
supporting your position, describe specific circumstances in which adopting the
recommendation would or would not be advantageous and explain how these examples
shape your position.
The recommendation presents a view that I would agree is successful most of the
time, but one that I cannot fully support due to the “all or nothing” impression it gives.
Certainly as an educator I agree fully that the best way to elicit positive response
from students is to make use of students’ positive energy and then encourage actions
that you would like to see repeated. It is human nature that we all want to be accepted
and achieve on some level, and when people in authority provide feedback that we have
done something well, the drive to repeat the action that was praised is bound to be
particularly strong.
This blanket statement would obviously pay dividends in situations in which a teacher
desires to have students repeat particular behaviors. For example, if an educator is
attempting to teach students proper classroom etiquette, it would be appropriate to
openly praise a student who raises his or her hand when wishing to speak or address the
class. In such cases, the teacher may also help shape positive behaviors by ignoring a
student who is trying to interject without approval from the teacher. In fact, the decision to
ignore students who are exhibiting inappropriate behaviors of this type could work very
well in this situation, as the stakes are not very high and the intended outcome can likely
be achieved by such a method. However, it is important to note here that this tactic would
only be effective in such a “low-stakes” situation, as when a student speaks without
raising her hand first. As we will discuss below, ignoring a student who hits another
student, or engages in more serious misbehaviors, would not be effective or prudent.
To expand on this point, it is important for teachers to be careful when working with
the second half of this statement, only ignoring negative actions that are not serious.
Take for instance a student who is misbehaving just by chatting with a fellow classmate. This student might not be presenting much of a problem and may be simply
seeking attention. Ignoring the student might, in fact, be the best solution. Now
assume the negative action is the improper administering of chemicals in a science
experiment or the bullying of a fellow student. To ignore these negative actions would
be absurd and negligent. Now you are allowing a problem to persist, one that could
potentially lead to much bigger and more dangerous issues. In a more serious
situation, addressing the negative actions quickly and properly could stop the problem
it in its tracks. It is for reasons like this that I do not advocate the idea that a teacher
can be successful by simply ignoring negative actions.
I do, however, greatly support the idea that the central focus of teaching should be
to build on and encourage positive actions. However, the author’s all-encompasing
statement leaves too many negative possibilities for the classroom. Perhaps a better
way to phrase this statement would be to say, “The best way to teach is to praise
positive actions and ignore negative ones that are not debilitating to class efficiency
or the safety of any individual”.
Thus, in the original statement, there are indeed some good intentions, and
there could be a lot of merit in adopting its basic principles. Data proves that
positive support can substantially increase motivation and desire in students and
contribute to positive achievements. In fact, most studies of teaching efficacy
indicate that praising positive actions and ignoring negative ones can create a
more stable and efficient classroom. It needs to be stressed, however, that this tool
is only effective at certain levels of misbehavior. As mentioned above, when the
behavior is precipitated by feelings of revenge, power or total self-worthlessness,
this methodology will likely not work. It is likely to be very successful, however,
when the drive behind the misbehavior is simple attention seeking. In many of
these instances, if the teacher demonstrates clearly that inappropriate behavior
does not result in the gaining of attention, students are more likely to seek attention
by behaving properly. Should the student choose this path, then the ignoring has
worked and when the positive behavior is exhibited, then the teacher can utilize the
first part of the theory and support or praise this behavior. Now it is much more
likely to be repeated. If the student does not choose this path and instead elects to
raise the actions to a higher level that presents a more serious issue, then ignorance
alone cannot work and other methods must be employed.
In conclusion, one can appreciate the credo expressed in this instance, but surely
we all can see the potential error of following it through to the extreme.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-10-22 | Celestina Asantewaa | 50 | view |
| 2024-08-26 | aaa111 | 33 | view |
| 2024-07-13 | sepnkycehmqcodjefl | 50 | view |
| 2024-04-17 | guozhishan | 50 | view |
| 2023-12-28 | mei_unavailable | 83 | view |
- The best way to teach is to praise positive actions and ignore negative ones Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take In developing and sup 66
- The best way to teach is to praise positive actions and ignore negative ones Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take In developing and sup 50
- Any leader who is quickly and easily influenced by shifts in popular opinion will accomplish little 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 58
Grammar and spelling errors:
Line 1, column 80, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... I would agree is successful most of the time, but one that I cannot fully suppor...
^^^
Line 3, column 85, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...the best way to elicit positive response from students is to make use of students...
^^^
Line 4, column 85, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...sitive energy and then encourage actions that you would like to see repeated. It ...
^^^
Line 5, column 88, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...n nature that we all want to be accepted and achieve on some level, and when peop...
^^^
Line 6, column 86, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... authority provide feedback that we have done something well, the drive to repeat...
^^^
Line 7, column 84, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...e action that was praised is bound to be particularly strong. This blanket stat...
^^^
Line 9, column 86, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...vidends in situations in which a teacher desires to have students repeat particul...
^^^
Line 10, column 85, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ehaviors. For example, if an educator is attempting to teach students proper clas...
^^^
Line 11, column 84, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...om etiquette, it would be appropriate to openly praise a student who raises his o...
^^^
Line 12, column 88, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...and when wishing to speak or address the class. In such cases, the teacher may al...
^^^
Line 13, column 87, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...p shape positive behaviors by ignoring a student who is trying to interject witho...
^^^
Line 14, column 95, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...om the teacher. In fact, the decision to ignore students who are exhibiting inapp...
^^^
Line 15, column 88, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...e behaviors of this type could work very well in this situation, as the stakes ar...
^^^
Line 16, column 92, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...high and the intended outcome can likely be achieved by such a method. However, i...
^^^
Line 17, column 91, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...tant to note here that this tactic would only be effective in such a “low-stakes”...
^^^
Line 18, column 85, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...uation, as when a student speaks without raising her hand first. As we will discu...
^^^
Line 19, column 86, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...low, ignoring a student who hits another student, or engages in more serious misb...
^^^
Line 21, column 86, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...teachers to be careful when working with the second half of this statement, only ...
^^^
Line 23, column 162, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ting much of a problem and may be simply seeking attention. Ignoring the student ...
^^^
Line 24, column 82, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ight, in fact, be the best solution. Now assume the negative action is the improp...
^^^
Line 25, column 83, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... administering of chemicals in a science experiment or the bullying of a fellow s...
^^^
Line 26, column 87, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
.... To ignore these negative actions would be absurd and negligent. Now you are all...
^^^
Line 27, column 83, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ing a problem to persist, one that could potentially lead to much bigger and more...
^^^
Line 28, column 77, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...more dangerous issues. In a more serious situation, addressing the negative actio...
^^^
Line 29, column 87, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ckly and properly could stop the problem it in its tracks. It is for reasons like...
^^^
Line 30, column 93, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... do not advocate the idea that a teacher can be successful by simply ignoring neg...
^^^
Line 32, column 85, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... the central focus of teaching should be to build on and encourage positive actio...
^^^
Line 33, column 82, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...s. However, the author’s all-encompasing statement leaves too many negative possi...
^^^
Line 34, column 85, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ties for the classroom. Perhaps a better way to phrase this statement would be to...
^^^
Line 35, column 82, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...say, “The best way to teach is to praise positive actions and ignore negative one...
^^^
Line 36, column 88, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...are not debilitating to class efficiency or the safety of any individual”. Thus...
^^^
Line 38, column 76, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ere are indeed some good intentions, and there could be a lot of merit in adoptin...
^^^
Line 39, column 81, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...g its basic principles. Data proves that positive support can substantially incre...
^^^
Line 40, column 82, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...se motivation and desire in students and contribute to positive achievements. In ...
^^^
Line 41, column 80, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... fact, most studies of teaching efficacy indicate that praising positive actions ...
^^^
Line 42, column 80, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... and ignoring negative ones can create a more stable and efficient classroom. It ...
^^^
Line 43, column 86, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... to be stressed, however, that this tool is only effective at certain levels of m...
^^^
Line 44, column 81, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...isbehavior. As mentioned above, when the behavior is precipitated by feelings of ...
^^^
Line 45, column 84, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...enge, power or total self-worthlessness, this methodology will likely not work. I...
^^^
Line 46, column 84, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...s likely to be very successful, however, when the drive behind the misbehavior is...
^^^
Line 47, column 78, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... is simple attention seeking. In many of these instances, if the teacher demonstr...
^^^
Line 48, column 81, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ates clearly that inappropriate behavior does not result in the gaining of attent...
^^^
Line 49, column 88, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...udents are more likely to seek attention by behaving properly. Should the student...
^^^
Line 50, column 81, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
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... choose this path, then the ignoring has worked and when the positive behavior is...
^^^
Line 51, column 85, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
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...ibited, then the teacher can utilize the first part of the theory and support or ...
^^^
Line 52, column 82, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...raise this behavior. Now it is much more likely to be repeated. If the student do...
^^^
Line 53, column 86, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...t choose this path and instead elects to raise the actions to a higher level that...
^^^
Line 54, column 87, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...nts a more serious issue, then ignorance alone cannot work and other methods must...
^^^
Line 56, column 83, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...o expressed in this instance, but surely we all can see the potential error of fo...
^^^
Transition Words or Phrases used:
also, but, first, however, if, may, second, so, then, thus, well, for example, for instance, in conclusion, in fact
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 45.0 19.5258426966 230% => Less to be verbs wanted.
Auxiliary verbs: 30.0 12.4196629213 242% => Less auxiliary verb wanted.
Conjunction : 30.0 14.8657303371 202% => Less conjunction wanted
Relative clauses : 32.0 11.3162921348 283% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 63.0 33.0505617978 191% => Less pronouns wanted
Preposition: 92.0 58.6224719101 157% => OK
Nominalization: 20.0 12.9106741573 155% => OK
Performance on vocabulary words:
No of characters: 4066.0 2235.4752809 182% => OK
No of words: 788.0 442.535393258 178% => Less content wanted.
Chars per words: 5.15989847716 5.05705443957 102% => OK
Fourth root words length: 5.29823911269 4.55969084622 116% => OK
Word Length SD: 2.8653698278 2.79657885939 102% => OK
Unique words: 346.0 215.323595506 161% => OK
Unique words percentage: 0.439086294416 0.4932671777 89% => More unique words wanted or less content wanted.
syllable_count: 1252.8 704.065955056 178% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 6.24550561798 256% => Less pronouns wanted as sentence beginning.
Article: 6.0 4.99550561798 120% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 13.0 4.38483146067 296% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 32.0 20.2370786517 158% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 51.932046946 60.3974514979 86% => OK
Chars per sentence: 127.0625 118.986275619 107% => OK
Words per sentence: 24.625 23.4991977007 105% => OK
Discourse Markers: 3.59375 5.21951772744 69% => OK
Paragraphs: 57.0 4.97078651685 1147% => Less paragraphs wanted.
Language errors: 49.0 7.80617977528 628% => Less language errors wanted.
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 14.0 5.13820224719 272% => 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: 0.195165510207 0.243740707755 80% => OK
Sentence topic coherence: 0.0574530770259 0.0831039109588 69% => OK
Sentence topic coherence SD: 0.05737438965 0.0758088955206 76% => OK
Paragraph topic coherence: 0.0443276008387 0.150359130593 29% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0524889497296 0.0667264976115 79% => OK
Essay readability:
automated_readability_index: 15.2 14.1392134831 108% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 12.94 12.1639044944 106% => OK
dale_chall_readability_score: 8.45 8.38706741573 101% => OK
difficult_words: 181.0 100.480337079 180% => OK
linsear_write_formula: 18.0 11.8971910112 151% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?
---------------------
Write the essay in 30 minutes.
Maximum six paragraphs wanted.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
---------------------
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.