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.
I only partially agree with the statement, in fact there are many factors involving a good teaching, and there are so disparate possibilities that it is impossible that one way to teach is always the best.
First of all, someone may do a negative action because he just wants to be considered as a part of the whole, and he thinks that the best way to achieve this is by distinguish himself. Ignoring him will only make him suffer and cause depression, making him feel like an outcast. It would probably be better to talk with him and understand that he just needs to know that he is accepted among the group, even if he doesn’t do anything stupid or bad.
Moreover ignoring an indecent behavior makes it impossible for the kid to understand his mistake, thus not allowing him to get better, which is actually the real aim of teaching. Many times children do things without thinking about the consequencies, and this leads them to a wrongdoing, which has to be punished in order to make them remember of their actions and increasing the chances that they won’t do them again.
It should also be mentioned that praising too much a child may make him overestimate himself. If this happens, he may decide to study a bit less or just think that he has done way more than enough and that he deserves a break. It is a teacher duty to make sure that everyone in the class is interested in doing his best during all the school period, so such a problem must be considered very carefully.
Of course there are cases in which such a teaching is acceptable. For example if the children is quite shy, or is having some low self-esteem, making sure that he gets praises when he does a good thing will end up making him a bit more proud. Another example is a kid who likes to go against the rules just to make himself noticeable, so making sure that nobody cares about his actions will make him feel that all those efforts are futile and will eventually stop being a troublemaker.
There’s a final flaw in the statement: sometimes children may do very dangerous actions, that harm other children or may make their lives terrible (such as bullying someone because is fat or poor). In this cases is unaccettable that these guys get unpunished, because they go way over the limit, so ignoring them will only make people even worst. It is not a secret that during highschool many students decide to suicide because they hate their life, and this is usually because of other students that keep on teasing them without even thinking that they’re ruining someone else’s experience in school.
So in the end I really think that it’s impossible to say that a way to teach is the best in all scenarios. There are too many cases in which praising to much or ignoring a misbehavior leads to terrible consequencies.
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- Argument Topic: "The following is taken from a memo from the advertising director of the Super Screen Movie Production Company. "According to a recent report from our marketing department, during the past year, fewer people attended Super Screen 42
Grammar and spelling errors:
Line 3, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Moreover,
...oesn't do anything stupid or bad. Moreover ignoring an indecent behavior makes it ...
^^^^^^^^
Line 6, column 205, Rule ID: THIS_NNS[1]
Message: Did you mean 'these'?
Suggestion: these
...ying someone because is fat or poor. In this cases is unaccettable that these guys g...
^^^^
Line 7, column 155, Rule ID: TO_TOO[2]
Message: Did you mean 'too'?
Suggestion: too
...re are too many cases in which praising to much or ignoring a misbehavior leads to...
^^
Transition Words or Phrases used:
actually, also, first, if, may, moreover, really, so, thus, as to, for example, in fact, of course, such as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 26.0 11.3162921348 230% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 72.0 33.0505617978 218% => Less pronouns wanted
Preposition: 51.0 58.6224719101 87% => OK
Nominalization: 3.0 12.9106741573 23% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2324.0 2235.4752809 104% => OK
No of words: 501.0 442.535393258 113% => OK
Chars per words: 4.63872255489 5.05705443957 92% => OK
Fourth root words length: 4.73107062784 4.55969084622 104% => OK
Word Length SD: 2.64277034995 2.79657885939 95% => OK
Unique words: 238.0 215.323595506 111% => OK
Unique words percentage: 0.4750499002 0.4932671777 96% => OK
syllable_count: 725.4 704.065955056 103% => OK
avg_syllables_per_word: 1.4 1.59117977528 88% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 0.0 4.99550561798 0% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 17.0 20.2370786517 84% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 29.0 23.0359550562 126% => The Avg. Sentence Length is relatively long.
Sentence length SD: 56.1604227155 60.3974514979 93% => OK
Chars per sentence: 136.705882353 118.986275619 115% => OK
Words per sentence: 29.4705882353 23.4991977007 125% => OK
Discourse Markers: 7.11764705882 5.21951772744 136% => OK
Paragraphs: 7.0 4.97078651685 141% => Less paragraphs wanted.
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
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: 0.0957167003812 0.243740707755 39% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0435700479824 0.0831039109588 52% => OK
Sentence topic coherence SD: 0.0364942712656 0.0758088955206 48% => Sentences are similar to each other.
Paragraph topic coherence: 0.0647285439999 0.150359130593 43% => OK
Paragraph topic coherence SD: 0.0377381500989 0.0667264976115 57% => OK
Essay readability:
automated_readability_index: 15.2 14.1392134831 108% => OK
flesch_reading_ease: 58.96 48.8420337079 121% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.2 12.1743820225 100% => OK
coleman_liau_index: 10.22 12.1639044944 84% => OK
dale_chall_readability_score: 7.79 8.38706741573 93% => OK
difficult_words: 86.0 100.480337079 86% => OK
linsear_write_formula: 13.5 11.8971910112 113% => OK
gunning_fog: 13.6 11.2143820225 121% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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Maximum six paragraphs wanted.
Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 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.