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
statement and explain your reasoning for the position you take. In developing and
supporting your position, you should consider ways in which the statement might or
might not hold true and explain how these considerations shape your position.
Our brains are hardwired to crave for dopamine discharges, which result from getting a reward for actions we take. This reinforces our urge to take that action, and it may eventually become a habit. So, praising positive actions is an effective way of teaching, as the it serves to build good habits into the student, by giving them rewards in the form of complements.
But this idea can sometimes turn out to be detrimental in the long run. Some children, who were always praised after doing something good, get into the habit of expecting praise from their seniors, even when they grow up. They do not differentiate between good and bad, but only praiseworthy and unpraiseworthy. This might lead to other people taking advantage of the child, and even make him/her do their bad deeds. On the other hand, a child who was taught to do the right thing without praising him/her, does not expect any complement from anybody in return. This makes sure that he does not depend on some praise of the seniors to understand the difference between good and bad, and is self-sufficient.
Ignoring bad actions is certainly not very helpful while trying to teach a child. This might often happen due to the bonding between the mentor and the child, and the mentor might not want to hurt the child. But the mentor must understand that the child starts coming under an impression that he/she can get away with doing wrong things easily. When the child later grows up, and tries to do the same thing, the world -not as forgiving as the mentor- gives the harshest punishment to the child. So, the mentor must keep in mind the effect of his neglegence, and make sure he conveys the idea that the action was wrong, even if it requires some harsh means.
Even though bad actions must not be ignored, the intensity of the mentor’s punishment must depend on the intentions of the child behild carrying out the action. Sometimes, a person might do something wrong in order to help someone in need, or for some other greater good. The mentor must ensure that he/she is well aware of the reasons behind the actions, and consider all it’s implications in mind before deciding on the repercussions for the action.
Lastly, the mentor must always maintain healthy communication with the child, be it good or bad actions, and ensure that they understand each other. Sometimes, miscommunication leads to distances between the mentor and the child, which result in the child going the wrong way without guidance. The mentor must make the child feel secure enough to share everything in mind so that the mentor can use his/her experience to guide the child in a better way.
| 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 |
- Governments should place few if any restrictions on scientific research and development 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 develop 66
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- Claim In any field business politics education government those in power should step down after five years Reason The surest path to success for any enterprise is revitalization through new leadership Write a response in which you discuss the extent to wh 66
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- 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 statement and explain your reasoning for the position you take In developing and supporti 66
Grammar and spelling errors:
Line 1, column 266, Rule ID: DT_PRP[1]
Message: Possible typo. Did you mean 'the' or 'it'?
Suggestion: the; it
...ons is an effective way of teaching, as the it serves to build good habits into the st...
^^^^^^
Line 7, column 374, Rule ID: IT_IS[1]
Message: Did you mean 'its' (possessive pronoun)?
Suggestion: its
...ns behind the actions, and consider all it’s implications in mind before deciding on...
^^^^
Transition Words or Phrases used:
but, if, lastly, may, so, well, while, as for, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 11.0 19.5258426966 56% => More to be verbs wanted.
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 40.0 33.0505617978 121% => Less pronouns wanted
Preposition: 61.0 58.6224719101 104% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2200.0 2235.4752809 98% => OK
No of words: 459.0 442.535393258 104% => OK
Chars per words: 4.79302832244 5.05705443957 95% => OK
Fourth root words length: 4.62863751936 4.55969084622 102% => OK
Word Length SD: 2.52402696485 2.79657885939 90% => OK
Unique words: 231.0 215.323595506 107% => OK
Unique words percentage: 0.503267973856 0.4932671777 102% => OK
syllable_count: 646.2 704.065955056 92% => OK
avg_syllables_per_word: 1.4 1.59117977528 88% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 8.0 4.99550561798 160% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 12.0 1.77640449438 676% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 31.4010748224 60.3974514979 52% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 110.0 118.986275619 92% => OK
Words per sentence: 22.95 23.4991977007 98% => OK
Discourse Markers: 3.2 5.21951772744 61% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => 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: 0.0947395750557 0.243740707755 39% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0356688651153 0.0831039109588 43% => OK
Sentence topic coherence SD: 0.0351815267518 0.0758088955206 46% => Sentences are similar to each other.
Paragraph topic coherence: 0.066734653972 0.150359130593 44% => OK
Paragraph topic coherence SD: 0.0476491867764 0.0667264976115 71% => OK
Essay readability:
automated_readability_index: 12.6 14.1392134831 89% => Automated_readability_index is low.
flesch_reading_ease: 66.07 48.8420337079 135% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 10.8 12.1639044944 89% => OK
dale_chall_readability_score: 7.41 8.38706741573 88% => OK
difficult_words: 78.0 100.480337079 78% => More difficult words wanted.
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.