“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.
In trying to teach people, the provider of knowledge is trying to grant them wisdom and empower them with knowledge whether it be a new technique or concept. There are many different teaching scenarios but overall the sentiment stated above holds true, except for unique cases.
Firstly, to simplify the scenarios into a palpable number of cases I will focus on how the learner’s attitude toward learning and their personality can differ. We have people who are eager to learn and those who would avoid it. We have outgoing people who would perhaps not be averse to being called out for their negative actions but of course there are more reserved, shy learners who would be greatly discouraged by being reprehended for their actions. In teaching, both an aversion to learning and shyness tend to be qualities that are obstacles for the teacher. On the other hand, outgoingness and eagerness to learn tend to be positive qualities that would tend to facilitate the teaching process to some extent. With those qualities laid out, I will address first the negative qualities of learners. Those who tend to be averse to learning will not want to put much effort in their learning and they may just outright refuse. Reprieving a person in this state will not motivate them to learn, and even if it did it would only be for the purpose of proving the aggressor wrong – this is not the best type of motivation for learning. Thus it would be better to praise them and slowly shift their attitude to be more positive and eager for learning. Now, if the learner tends to be shy and reserved it would follow that pointing out their mistakes would further drive them away from interactions. A friendly, and positive environment where they are praised for their efforts would be a more suited environment for their success.
As for negative qualities, we have learners who are more outgoing and those who would want to learn. These groups of people are already positively biased toward learning so ideally it would be easier to teach them, ideally. If they are already a foot in the door for learning, then praising their successes will further motivate them and allow them to confidently continue their learning. Unlike the previous group, the reason for praising them isn’t to increase their confidence nor change their attitude, it is to continue whatever positive qualities they already have and help them thrive even more.
To consider the unique cases, there may be situations where ignoring negative actions is not the best approach. There may be situations where negative actions, such as obvious makes could result in grave repercussions for either the action-performer or somebody around them. If the negative actions were ignored or disregarded the teacher would fail to instill the severity of danger that certain mistakes could cause. In this case one could say label the teacher as negligent for ignoring the negative actions.
In conclusion, for more general scenarios including different types of learners it would be best to focus on praising positive actions and ignore negative actions. This would lead to building their confidence or maintain it at a good level while providing a relatively stress-free environment where they can learn and not be afraid of making mistakes. Of course there are scenarios where negative actions should, dare I say must, be addressed to be a competent teacher.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-09-20 | Ramzah Rehman | 50 | view |
| 2019-09-20 | Ramzah Rehman | 16 | view |
| 2019-05-18 | db10 | 66 | view |
| 2019-04-14 | jcrew169 | 66 | view |
Grammar and spelling errors:
Line 1, column 169, Rule ID: NUMEROUS_DIFFERENT[1]
Message: Use simply 'many'.
Suggestion: many
...e a new technique or concept. There are many different teaching scenarios but overall the sent...
^^^^^^^^^^^^^^
Line 3, column 628, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to tend'
Suggestion: to tend
...nd, outgoingness and eagerness to learn tend to be positive qualities that would ten...
^^^^
Line 3, column 724, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ate the teaching process to some extent. With those qualities laid out, I will ad...
^^^
Line 3, column 1147, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Thus,
...e best type of motivation for learning. Thus it would be better to praise them and s...
^^^^
Transition Words or Phrases used:
but, first, firstly, if, may, so, still, then, thus, while, as for, except for, in conclusion, of course, such as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 34.0 19.5258426966 174% => OK
Auxiliary verbs: 29.0 12.4196629213 234% => Less auxiliary verb wanted.
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 58.0 33.0505617978 175% => Less pronouns wanted
Preposition: 64.0 58.6224719101 109% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2871.0 2235.4752809 128% => OK
No of words: 569.0 442.535393258 129% => OK
Chars per words: 5.04569420035 5.05705443957 100% => OK
Fourth root words length: 4.88402711743 4.55969084622 107% => OK
Word Length SD: 2.63276635869 2.79657885939 94% => OK
Unique words: 257.0 215.323595506 119% => OK
Unique words percentage: 0.451669595782 0.4932671777 92% => More unique words wanted or less content wanted.
syllable_count: 880.2 704.065955056 125% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 9.0 4.38483146067 205% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 44.6501629453 60.3974514979 74% => OK
Chars per sentence: 124.826086957 118.986275619 105% => OK
Words per sentence: 24.7391304348 23.4991977007 105% => OK
Discourse Markers: 5.73913043478 5.21951772744 110% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
Sentences with neutral sentiment: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0704713157428 0.243740707755 29% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0303223130747 0.0831039109588 36% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0258476009622 0.0758088955206 34% => Sentences are similar to each other.
Paragraph topic coherence: 0.0523666224829 0.150359130593 35% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0113421480358 0.0667264976115 17% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 14.7 14.1392134831 104% => OK
flesch_reading_ease: 55.58 48.8420337079 114% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.31 12.1639044944 101% => OK
dale_chall_readability_score: 8.05 8.38706741573 96% => OK
difficult_words: 116.0 100.480337079 115% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 11.6 11.2143820225 103% => 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.