The best way to teach—whether as an educator, employer, or parent—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 claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
Though ‘To be educated is our right, to teach is our duty’, there exists no ‘best’ approach to optimize teaching quality for all groups. By asserting that teachers must praise only positive actions and turn a blind eye on the negative ones, it is no different than saying that all students, regardless of their age and maturity, are to be pampered and spoon-fed. However, in reality, we should adapt different teaching methods according to the social groups that we are dealing with, primarily based on the mental capacity and maturity level of the students.
The most mundane form of teaching would involve those that all of us experience during our upbringing, when kids are educated to talk, to walk and to eat. In this stage of development, the objective is to generate interest and motivate curiosity for future learning. Therefore, teachers or parents would likely bestow more praising than judging as it would serve the purpose of this fundamental learning. For instance, parents would provide kids with rewards when they stop night-wetting. Meanwhile, scolding a kid for failing off a bicycle would not create any positive output other than jeopardizing the kid’s confidence and self-esteem. Thus, teaching ideology that embraced with patience and positivity is effectual as young children does not have the immune to ward off the damage caused by verbal and physical punishment.
Adolescent is perceived as one of the most complex transitional periods due to the mental and physical adjustment and construction towards our early ‘self’. Teenager’s spirit, partially remained as kids, is vulnerable to abuse and criticism while they thrive to stay mental strength to overcome obstacles and challenges like an adult. With this unique property, education should function as a mechanism to secure students survival in the real world, where mistakes are not always tolerated. Because of that, students should get familiarize with critiques and judgement instead of constantly being at self-congratulatory mode. Furthermore, in order to impede fraudulence and crime, virtuous capability, which is the ability to differentiate the right from wrong, is of paramount importance as well. How could one realize its own shortcomings without others pointing them out? The motive behind is not to tarnish their egos, on the other hand, the pinpointing garner their attention towards errors, which required to be rectified for their own good.
On the contrary, when facing employees, who are paid to contribute and support the organization, employers should remain critical and strict with their worker’s performance and quality. The survival of any profit-driven organization depends on optimizing the merits while restricting error rates from each and every worker. Let’s imagine a team of engineers working on a new program. A single negligence from one team member of keying in a wrong code is likely to result in the forfeiting of the whole team effort, more significantly, the loss of billions of dollars for research and test-run. The severity level of bad performance in a professional world is much more magnifying, thus, the management is supposed to be as harsh to prevent any detrimental damage.
In summary, as I cogently illustrated above, the ‘best’ teaching method should be adopted to the needs of each learning groups instead of trying to reach for a one-
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2021-10-19 | MistyRabbit | 66 | view |
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Grammar and spelling errors:
Line 1, column 281, Rule ID: RATHER_THEN[2]
Message: Did you mean 'different 'from''? 'Different than' is often considered colloquial style.
Suggestion: from
...n the negative ones, it is no different than saying that all students, regardless of...
^^^^
Line 5, column 429, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...hould function as a mechanism to secure students survival in the real world, where mista...
^^^^^^^^
Transition Words or Phrases used:
but, furthermore, however, if, so, therefore, thus, well, while, for instance, in summary, on the contrary, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 78.0 58.6224719101 133% => OK
Nominalization: 20.0 12.9106741573 155% => OK
Performance on vocabulary words:
No of characters: 2903.0 2235.4752809 130% => OK
No of words: 537.0 442.535393258 121% => OK
Chars per words: 5.40595903166 5.05705443957 107% => OK
Fourth root words length: 4.81386128306 4.55969084622 106% => OK
Word Length SD: 3.09201377059 2.79657885939 111% => OK
Unique words: 315.0 215.323595506 146% => OK
Unique words percentage: 0.586592178771 0.4932671777 119% => OK
syllable_count: 894.6 704.065955056 127% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 6.24550561798 32% => OK
Article: 10.0 4.99550561798 200% => Less articles wanted as sentence beginning.
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 12.0 4.38483146067 274% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 40.6465311665 60.3974514979 67% => OK
Chars per sentence: 131.954545455 118.986275619 111% => OK
Words per sentence: 24.4090909091 23.4991977007 104% => OK
Discourse Markers: 5.68181818182 5.21951772744 109% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => 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: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.102449573164 0.243740707755 42% => OK
Sentence topic coherence: 0.0272416499121 0.0831039109588 33% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0244933394268 0.0758088955206 32% => Sentences are similar to each other.
Paragraph topic coherence: 0.0546791598641 0.150359130593 36% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.026856994831 0.0667264976115 40% => 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: 16.3 14.1392134831 115% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 14.39 12.1639044944 118% => OK
dale_chall_readability_score: 10.06 8.38706741573 120% => OK
difficult_words: 178.0 100.480337079 177% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.