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.
Praising positive actions and ignoring negative behaviors are not optimal teaching methods. If teachers solely focus on the positive actions of students, they give students the incorrect impression that students are only rewarded for their excellence, not their attitude or effort. Students will also be more afraid of failure because they would believe that their worth is in their achievements. In addition, if teachers completely ignore the negative actions of students, students will never learn from their mistakes. Therefore, educators should strive for a balance between rewarding positive actions and correcting negative actions.
The academic performance of students reflects their understanding of the curriculum. However, it does not represent their attitude or effort. Suppose, for example, that a talented student achieves well in his or her studies, but is unwillingly to assist his or her peers for fear that others might learn the secret to an excellent academic performance, thereby causing this student to not stand out among other students. If teachers simply praised the positive actions of this student, such as high grades in an exam, they are unknowingly encouraging this student to withhold his or her secrets to a good performance, which could have been shared to benefit more learners. Since this student is only rewarded for his or her performance, this student would naturally be selfish and reluctant to assist others.
Some people may argue that positive actions should be praised. However, other aspects such as attitude and effort are crucial as well. An athlete should not try to win a competition by any means. During a match, the English cricket team tried to defeat the Australian cricket team by purposefully bowling toward the batter instead of the wicket. This tactic was successful and the English team won, but fans were disappointed that the English team decided to cheat to win. If winning is the only thing that merits a praise, then people might attempt to win by cheating to garner admiration.
Furthermore, negative actions should not be ignored because mistakes should be corrected. If the dangerous strategy of the English team was accepted on the grounds that it could win games, players might attempt to devise more harmful plays to try and win more games. Fortunately, cricket fans worldwide valued championships over sportsmanship and they decided to criticize instead of condone the negative actions of the English cricket team.
In conclusion, teachers should not solely praise positive actions and completely ignore negative actions. They can reward excellent achievements, but also remind students that other factors, such as learning attitudes and learning effort, are essential as well. This can prevent students from misinterpreting success as an attribute that only belongs to those that have an outstanding performance and become afraid of failures. Finally, teachers should not overlook negative actions, otherwise students cannot learn from their mistakes and are likley to repeat their offences again.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-04-17 | guozhishan | 50 | view |
| 2023-12-28 | mei_unavailable | 83 | view |
| 2023-10-30 | raghavchauhan619 | 66 | view |
| 2023-10-21 | Jbrachael | 66 | view |
| 2023-09-30 | nigarsafarova | 66 | view |
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Grammar and spelling errors:
Line 1, column 639, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ctions and correcting negative actions. The academic performance of students ref...
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Line 4, column 245, Rule ID: TRY_AND[1]
Message: "Try and" is common in colloquial speech, but "'try to'" is recommended for writing.
Suggestion: try to
...attempt to devise more harmful plays to try and win more games. Fortunately, cricket fa...
^^^^^^^
Line 4, column 444, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ve actions of the English cricket team. In conclusion, teachers should not solel...
^^^^
Line 5, column 585, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... likley to repeat their offences again.
^^^^^^^
Transition Words or Phrases used:
also, but, finally, furthermore, however, if, look, may, so, then, therefore, well, for example, in addition, in conclusion, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 43.0 33.0505617978 130% => Less pronouns wanted
Preposition: 49.0 58.6224719101 84% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2604.0 2235.4752809 116% => OK
No of words: 478.0 442.535393258 108% => OK
Chars per words: 5.44769874477 5.05705443957 108% => OK
Fourth root words length: 4.67581127817 4.55969084622 103% => OK
Word Length SD: 2.74210648026 2.79657885939 98% => OK
Unique words: 229.0 215.323595506 106% => OK
Unique words percentage: 0.479079497908 0.4932671777 97% => OK
syllable_count: 788.4 704.065955056 112% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 55.9080395354 60.3974514979 93% => OK
Chars per sentence: 113.217391304 118.986275619 95% => OK
Words per sentence: 20.7826086957 23.4991977007 88% => OK
Discourse Markers: 5.73913043478 5.21951772744 110% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 10.0 5.13820224719 195% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.111433104456 0.243740707755 46% => OK
Sentence topic coherence: 0.0444120686493 0.0831039109588 53% => OK
Sentence topic coherence SD: 0.0630511612095 0.0758088955206 83% => OK
Paragraph topic coherence: 0.0680718516096 0.150359130593 45% => OK
Paragraph topic coherence SD: 0.0423808548575 0.0667264976115 64% => OK
Essay readability:
automated_readability_index: 14.6 14.1392134831 103% => OK
flesch_reading_ease: 51.18 48.8420337079 105% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 11.1 12.1743820225 91% => OK
coleman_liau_index: 14.33 12.1639044944 118% => OK
dale_chall_readability_score: 8.89 8.38706741573 106% => OK
difficult_words: 129.0 100.480337079 128% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.