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.
Teaching is an act that encompasses disseminating information to a group of students or learners with the aim of elucidating a particular knowledge to them. Teaching may be generally carried out passively or actively depending on the teacher's innate or acquired method of teaching. The prompt seek suggests that teachers should praise positive actions only while overlooking negative actions. In my opinion, the best way to teach should be in form of embracing positive actions while pointing out negative ones to leave room for improvement.
A fundamental argument in favor of the recommendation would be in the area that praising positive trait will end up becoming the major strength of the learner. For instance, a football player who is good at dribbling and scoring goal but doesn't how to possess ball is encouraged to take the fotball striker position in hopes that he/she would rake-in goals that will favor the team. The coach will probably overlook his weakness and put him in the position of a striker during a match and depend on his other teammates to cover-up his weekness. In a situation like this, the negative action can be easily ignored, provided that there are other teammate that are very good at possessing ball and passing it on to the striker who is better at dribbling and scoring. Hence, a win-win situation.
Notwithstanding the aforementioned example above, in a scenario where during an ongoing match, the major defender or mid-fielder of the team is issued a red card and have to leave the match, this will leave the team in a minus-one situation. They will need to re-strategize in order to still remain in control of the match. If that striker who is good at scoring goal has been working on his possession skills instead of ignoring it, then he is likely to have improved and not feel the loss of a member, hence, keeping the team at the top of their game as the absence of the mid-fielder won't be thoroughly felt. However, if the coach ignored the striker weakness, then the team will most likely lose the game in bad way. This scenario show how nothing is predictable, and how ignoring the negative actions might end up becoming detrimental.
Another typical example is the case of a teacher who teaches eight graders and his surrounded by many students. In her classroom, there is supposedly one student who is good at mathematics but doesn't know how to read. The students would like to be a mathematician in the future, and the teachers sees this as an armour to encourage the student to improve in his problem-solving skills while ignoring the fact that the student cannot read to understand. Without the student sedulously working on his reading skills, it will catch up with him and eventually over-shadow his problem-solving skills. Because, without being able to comprehend a question, there is no way he will know how to solve it as almost every advance mathematical problem is driven by logic reasoning. Ignoring the negative action in this case will make the student lag behind amongst his peer and probably wouldn't let him achieve his dream of being a mathematician.
Of course, positive actions in any way is laudable and should be highly embrace. However, more importantly, negative actions shouldn't be ignored, rather, it should be pointed out and worked on, as it tends to sometimes damage both the reputation of the learner and/or the teacher as stated above. Negative actions once ignored has the tendency to keep growing and getting worse. If kept ignored for a long time, it will overshadow the positive trait and even the positive actions won't seem 'positive' anymore.
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Grammar and spelling errors:
Line 1, column 126, Rule ID: A_UNCOUNTABLE[4]
Message: Uncountable nouns are usually not used with an indefinite article. Use simply 'particular knowledge'.
Suggestion: particular knowledge
...or learners with the aim of elucidating a particular knowledge to them. Teaching may be generally carr...
^^^^^^^^^^^^^^^^^^^^^^
Line 2, column 238, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
... good at dribbling and scoring goal but doesnt how to possess ball is encouraged to ta...
^^^^^^
Line 2, column 644, Rule ID: THERE_RE_MANY[3]
Message: Possible agreement error. Did you mean 'teammates'?
Suggestion: teammates
... ignored, provided that there are other teammate that are very good at possessing ball a...
^^^^^^^^
Line 2, column 711, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... at possessing ball and passing it on to the striker who is better at dribbling a...
^^
Line 4, column 193, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
... student who is good at mathematics but doesnt know how to read. The students would li...
^^^^^^
Line 4, column 875, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wouldn't
...ag behind amongst his peer and probably wouldnt let him achieve his dream of being a ma...
^^^^^^^
Line 5, column 126, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: shouldn't
...ver, more importantly, negative actions shouldnt be ignored, rather, it should be pointe...
^^^^^^^^
Transition Words or Phrases used:
but, hence, however, if, look, may, so, still, then, while, for instance, of course, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 22.0 12.4196629213 177% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 43.0 33.0505617978 130% => Less pronouns wanted
Preposition: 89.0 58.6224719101 152% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 3013.0 2235.4752809 135% => OK
No of words: 613.0 442.535393258 139% => Less content wanted.
Chars per words: 4.91517128874 5.05705443957 97% => OK
Fourth root words length: 4.97582523872 4.55969084622 109% => OK
Word Length SD: 2.79364439575 2.79657885939 100% => OK
Unique words: 296.0 215.323595506 137% => OK
Unique words percentage: 0.482871125612 0.4932671777 98% => OK
syllable_count: 936.9 704.065955056 133% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 9.0 4.99550561798 180% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 25.0 23.0359550562 109% => OK
Sentence length SD: 60.514446737 60.3974514979 100% => OK
Chars per sentence: 125.541666667 118.986275619 106% => OK
Words per sentence: 25.5416666667 23.4991977007 109% => OK
Discourse Markers: 4.08333333333 5.21951772744 78% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 7.0 7.80617977528 90% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.156847882928 0.243740707755 64% => OK
Sentence topic coherence: 0.0541948433274 0.0831039109588 65% => OK
Sentence topic coherence SD: 0.05260505827 0.0758088955206 69% => OK
Paragraph topic coherence: 0.10646235633 0.150359130593 71% => OK
Paragraph topic coherence SD: 0.059435520712 0.0667264976115 89% => OK
Essay readability:
automated_readability_index: 14.5 14.1392134831 103% => OK
flesch_reading_ease: 54.56 48.8420337079 112% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 11.55 12.1639044944 95% => OK
dale_chall_readability_score: 8.38 8.38706741573 100% => OK
difficult_words: 136.0 100.480337079 135% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 12.0 11.2143820225 107% => OK
text_standard: 12.0 11.7820224719 102% => 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.