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 has been known for ages. We learn every day despite our age and we tend to teach every day; both come directly and indirectly. It is a fact that teaching styles differ from one person to the other and it is most evident in academic settings where no two teachers teach the same subject material the same way. It cannot be refuted that how receptive a student is, depends to a greater percentage, on the one who is teaching. The assertion presented states that the best way to teach is to praise positive actions which I agree with totally but also states that negative actions should be ignored which raises the argument. I do not agree that the negative ones should be ignored.
To begin with, a student in any setting will not know what to deem as a negative action until he is told or alerted. For instance, when a baby starts to learn how to speak, it is receptive to anything it hears and can pronounce. In most cases, parents begin to talk with modesty and try to prevent saying bad words but unfortunately, parents are not able to take full control what the baby learns. The baby ends up picking up bad words eventually. My point is since the baby is naïve to the bad and good and so will have to be thought when the time to segregate is due. Another example; when I started working as a cashier in a wholesale store, I did not know most of the rules so I had to be thought. For instance, that going for lunch is compulsory after six hours of work and without adhering, a punishment was going to be meted to you.
Also, praising positive actions absolutely good because it encourages the student. When a student does a good deed and is praised, the enthusiasm he feels makes him yearn to do more so that the praise will keep coming. In the work setting, employees are recognized and awarded when they are productive or go beyond a mark. The praises sometimes come in the form of incentives and bonuses. That alone is a form of encouragement to do more and to others.
Additionally, stringent teachers see good results. Even though praise is good, when a teacher is strict, the students turn out to be disciplined. It is human nature to break rules and overlook the power of authorities when negative actions are ignored. It is very evident in high schools where most students have reached adolescence and rebel against authority. When strict punishments are meted on rule breakers, it deters others from repeating and brings about discipline.
However, one may argue that when the student is educated or is made aware beforehand about the negative actions, they would not do it at all. Like in Sunday schools where kids are thought good from wrong. But it is a fact that, that does not often deter some kids from misbehaving. That is why punishment is good.
I do not agree with the assertion because a person will not know bad from wrong when not thought and even when he is thought, meting out punishment puts him in the right place. Being stringent results in discipline and praising good action encourage more good actions.
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Transition Words or Phrases used:
also, but, however, if, look, may, so, thus, for instance, in most cases, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 39.0 19.5258426966 200% => OK
Auxiliary verbs: 10.0 12.4196629213 81% => OK
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 29.0 11.3162921348 256% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 41.0 33.0505617978 124% => Less pronouns wanted
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2507.0 2235.4752809 112% => OK
No of words: 547.0 442.535393258 124% => OK
Chars per words: 4.5831809872 5.05705443957 91% => OK
Fourth root words length: 4.83611736076 4.55969084622 106% => OK
Word Length SD: 2.50518147311 2.79657885939 90% => OK
Unique words: 268.0 215.323595506 124% => OK
Unique words percentage: 0.489945155393 0.4932671777 99% => OK
syllable_count: 783.0 704.065955056 111% => OK
avg_syllables_per_word: 1.4 1.59117977528 88% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 6.24550561798 256% => Less pronouns wanted as sentence beginning.
Article: 7.0 4.99550561798 140% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 29.0 20.2370786517 143% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 43.0853755215 60.3974514979 71% => OK
Chars per sentence: 86.4482758621 118.986275619 73% => OK
Words per sentence: 18.8620689655 23.4991977007 80% => OK
Discourse Markers: 3.0 5.21951772744 57% => More transition words/phrases wanted.
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 13.0 5.13820224719 253% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.154754332004 0.243740707755 63% => OK
Sentence topic coherence: 0.0379000490014 0.0831039109588 46% => OK
Sentence topic coherence SD: 0.0619470025626 0.0758088955206 82% => OK
Paragraph topic coherence: 0.0723561228063 0.150359130593 48% => OK
Paragraph topic coherence SD: 0.062102005731 0.0667264976115 93% => OK
Essay readability:
automated_readability_index: 9.6 14.1392134831 68% => Automated_readability_index is low.
flesch_reading_ease: 70.13 48.8420337079 144% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 7.9 12.1743820225 65% => OK
coleman_liau_index: 9.28 12.1639044944 76% => OK
dale_chall_readability_score: 7.62 8.38706741573 91% => OK
difficult_words: 107.0 100.480337079 106% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 10.0 11.7820224719 85% => 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.