The best way to teach-whether as an educator, employer, or parent-is to praise positive actions and ignore negative ones
This topic raises the controversial issue of whether praising people, or admonishing people are more efficient in the education. Indisputably, correcting people's fault is fast and effective. Nevertheless, environment, where admonishment is prevalent, people lose their motivation and creativity. Thus, I generally disagree with the opinion that admonishing people is efficient and long-lasting and would argue that educator must praise to teach and motivate learners.
First of all, admonishing people weaken people's courage. I would like to point out that to make creative and voluntary environment, people should not admonish negative behaviors. To illustrate, let us look at the example of sports. If the director tries to admonish the pitcher after he gave up a home-run, he will surely be more dejected and become subjected to the director's decision. Rather, good director must praise positive parts of the pitch and encourage the pitcher. In this circumstance, obviously ignoring negative one is beneficial for the game. Consequently, it is pretty obvious that positive words make people motivated and happy, while negative words discourage people. Furthermore, praising positive actions makes creative and active. Specifically, teacher in a kindergarten praise their kids a lot. Because the children will acknowledge what behavior would make people happy and try other things to pleasant people around them. Even many children often make inane remarks, they are very creative without having a fear of getting criticism. Both common sense and personal experience have told us that criticism make people inactive, and weaken their creativity. Hence, all the evidence above demonstrates that we should praise, not criticize, to make people more confident and creative.
Admittedly, admonishing people is necessary to make stable environment. This is true especially when it comes to a nation where many laws which discourage people committing harmful act to others. In addition, parents rebuke their children when they behave selfish. However, the above argument does not constitute a enough support to claim that they are better than praising other people. Because a nation where so many people intermingle, it is not possible to praise every little deeds, so it is necessary to take quick measure, penalties like fines and sentences.
In conclusion, although sometimes it is necessary to have rules so that it quickly correct other people, the long way of praise must be used to make learner encouraged, motivated, and creative. As long as some measurements like laws and penalties are performed, people must use praise their educator. In fact, people can also make some rules that praise some positive and benefit hard-working people.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-10-22 | Celestina Asantewaa | 50 | view |
| 2024-08-26 | aaa111 | 33 | view |
| 2024-07-13 | sepnkycehmqcodjefl | 50 | view |
| 2024-06-30 | sefeliz | 66 | view |
| 2024-04-17 | guozhishan | 50 | view |
- why want to live in I house 11
- "Government should place few, if any, restrictions on scientific research and development." 70
- Technology, while apparently aimed to simplify our lives, only makes our lives more complicated. 83
- The best way for a society to prepare its young people for leadership in government, industry, or other fields is by instilling in them a sense of cooperation, not competition. 50
- The best way to teach-whether as an educator, employer, or parent-is to praise positive actions and ignore negative ones 62
Grammar and spelling errors:
Line 6, column 314, 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
... the above argument does not constitute a enough support to claim that they are b...
^
Transition Words or Phrases used:
also, consequently, first, furthermore, hence, however, if, look, nevertheless, so, thus, while, in addition, in conclusion, in fact, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 34.0 33.0505617978 103% => OK
Preposition: 40.0 58.6224719101 68% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 2336.0 2235.4752809 104% => OK
No of words: 421.0 442.535393258 95% => OK
Chars per words: 5.5486935867 5.05705443957 110% => OK
Fourth root words length: 4.52971130743 4.55969084622 99% => OK
Word Length SD: 2.89287565977 2.79657885939 103% => OK
Unique words: 232.0 215.323595506 108% => OK
Unique words percentage: 0.55106888361 0.4932671777 112% => OK
syllable_count: 746.1 704.065955056 106% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 6.24550561798 128% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.0821007824 60.3974514979 63% => OK
Chars per sentence: 93.44 118.986275619 79% => OK
Words per sentence: 16.84 23.4991977007 72% => OK
Discourse Markers: 5.84 5.21951772744 112% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 19.0 10.2758426966 185% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => 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: 0.138512726979 0.243740707755 57% => OK
Sentence topic coherence: 0.0430234869641 0.0831039109588 52% => OK
Sentence topic coherence SD: 0.0495019226451 0.0758088955206 65% => OK
Paragraph topic coherence: 0.0812198572324 0.150359130593 54% => OK
Paragraph topic coherence SD: 0.0253746608614 0.0667264976115 38% => 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: 13.1 14.1392134831 93% => Automated_readability_index is low.
flesch_reading_ease: 38.31 48.8420337079 78% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 14.61 12.1639044944 120% => OK
dale_chall_readability_score: 8.56 8.38706741573 102% => OK
difficult_words: 110.0 100.480337079 109% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
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.