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.
Grammar and spelling errors:
Line 3, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Cannot
...sful most of the time, but one that I cannot fully support due to the 'all or n...
^^^^^^
Line 7, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Make
...positive response from students is to make use of students' positive energy a...
^^^^
Line 13, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Praised
...e drive to repeat the action that was praised is bound to be particularly strong. T...
^^^^^^^
Line 17, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Have
...uations in which a teacher desires to have students repeat particular behaviors. F...
^^^^
Line 21, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Hand
...raise a student who raises his or her hand when wishing to speak or address the cl...
^^^^
Line 23, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Positive
...ases, the teacher may also help shape positive behaviors by ignoring a student who is ...
^^^^^^^^
Line 29, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Achieved
...nd the intended outcome can likely be achieved by such a method. However, it is import...
^^^^^^^^
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Message: This sentence does not start with an uppercase letter
Suggestion: In
...t this tactic would only be effective in such a 'low-stakes' situation...
^^
Line 31, column 9, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...actic would only be effective in such a 'low-stakes' situation, as wh...
^
Line 31, column 102, Rule ID: SENTENCE_FRAGMENT[1]
Message: “As” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
... speaks without raising her hand first. As we will discuss below, ignoring a stu...
^^
Line 39, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Of
...ful when working with the second half of this statement, only ignoring negative ...
^^
Line 41, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Misbehaving
...s. Take for instance a student who is misbehaving just by chatting with a fellow classmat...
^^^^^^^^^^^
Line 41, column 37, Rule ID: FELLOW_CLASSMATE[1]
Message: Use simply 'classmate'.
Suggestion: classmate
...s misbehaving just by chatting with a fellow classmate. This student might not be presenting m...
^^^^^^^^^^^^^^^^
Line 43, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Problem
...ent might not be presenting much of a problem and may be simply seeking attention. Ig...
^^^^^^^
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Message: This sentence does not start with an uppercase letter
Suggestion: The
... chemicals in a science experiment or the bullying of a fellow student. To ignore...
^^^
Line 51, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Dangerous
...entially lead to much bigger and more dangerous issues. In a more serious situation, ad...
^^^^^^^^^
Line 53, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Could
...negative actions quickly and properly could stop the problem it in its tracks. It i...
^^^^^
Line 55, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Teacher
...hat I do not advocate the idea that a teacher can be successful by simply ignoring ne...
^^^^^^^
Line 59, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Encourage
...of teaching should be to build on and encourage positive actions. However, the author&a...
^^^^^^^^^
Line 61, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Negative
...encompasing statement leaves too many negative possibilities for the classroom. Perhap...
^^^^^^^^
Line 65, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Class
...ive ones that are not debilitating to class efficiency or the safety of any individ...
^^^^^
Line 69, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Merit
...tentions, and there could be a lot of merit in adopting its basic principles. Data ...
^^^^^
Line 71, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Motivation
...ve support can substantially increase motivation and desire in students and contribute t...
^^^^^^^^^^
Line 75, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Stable
...oring negative ones can create a more stable and efficient classroom. It needs to be...
^^^^^^
Line 77, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Levels
...his tool is only effective at certain levels of misbehavior. As mentioned above, whe...
^^^^^^
Line 85, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Of
...havior does not result in the gaining of attention, students are more likely to ...
^^
Line 89, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Can
...havior is exhibited, then the teacher can utilize the first part of the theory an...
^^^
Line 91, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Be
...havior. Now it is much more likely to be repeated. If the student does not choos...
^^
Line 95, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Employed
...cannot work and other methods must be employed. In conclusion, one can appreciate th...
^^^^^^^^
Line 99, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: The
...s instance, but surely we all can see the potential error of following it through...
^^^
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: 19.0 12.9106741573 147% => OK
Performance on vocabulary words:
No of characters: 4124.0 2235.4752809 184% => OK
No of words: 788.0 442.535393258 178% => Less content wanted.
Chars per words: 5.23350253807 5.05705443957 103% => OK
Fourth root words length: 5.29823911269 4.55969084622 116% => OK
Word Length SD: 2.94649036052 2.79657885939 105% => 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: 1267.2 704.065955056 180% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 6.24550561798 224% => Less pronouns wanted as sentence beginning.
Article: 8.0 4.99550561798 160% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 5.0 1.77640449438 281% => 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: 52.0924564926 60.3974514979 86% => OK
Chars per sentence: 128.875 118.986275619 108% => OK
Words per sentence: 24.625 23.4991977007 105% => OK
Discourse Markers: 3.59375 5.21951772744 69% => OK
Paragraphs: 49.0 4.97078651685 986% => Less paragraphs wanted.
Language errors: 30.0 7.80617977528 384% => 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: 0.179500094319 0.243740707755 74% => OK
Sentence topic coherence: 0.053045831311 0.0831039109588 64% => OK
Sentence topic coherence SD: 0.0522243277971 0.0758088955206 69% => OK
Paragraph topic coherence: 0.0445162363038 0.150359130593 30% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0556762524466 0.0667264976115 83% => OK
Essay readability:
automated_readability_index: 15.5 14.1392134831 110% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 13.35 12.1639044944 110% => OK
dale_chall_readability_score: 8.49 8.38706741573 101% => OK
difficult_words: 183.0 100.480337079 182% => OK
linsear_write_formula: 18.5 11.8971910112 155% => 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
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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.