Disruptive school students have a negative influence on others. Students who are noisy and disobedient should be grouped together and taught separately. Do you agree or disagree?
School days are the foundation stones in a child's social development. It is true that children who are unruly in class tend to have a detrimental effect on the whole batch of students: all the students get disturbed, and therefore, affected by their behaviour. Hence, it has often been suggested that such inattentive and ill-mannered students should be segregated from the rest of the class and tutored separately. However, I am firmly opposed to the idea because I believe that such separation among students will not solve the problem; it will actually increase the divide between well mannered and disruptive students, which is definitely not a good proposition.
Although it is true that all students do not have the same mental alertness and well-behaved demeanour, this division on the basis of behaviour can have several repercussions. Firstly, it may have a negative impact on the minds of the ill-mannered child and may psychologically scare a child. Pin-pointing a child as ill-behaved without finding out the reason for this behaviour is extremely unfair. The school authorities need to dwell a little deeper into the problem to find out the cause for such negative behaviour. For instance, a recent survey conducted in the UK in 2016 clearly demonstrated the importance of the family atmosphere in the early years of the child's development. Children from broken or dysfunctional families often project abnormal traits during their formative years. Thus, rather than being reprimanded, such students need to be tackled with love and empathy.
Moreover, this segregation may make the ill-mannered student believe that every time he can get away from the mainstream and continue with his wrongdoings. This, in turn, will send a very wrong message to all students. For instance, a rude and destructive child may gradually alienate himself from his immediate family and friends; all the while continuing with his behaviour. Last but not least, we are robbing the ill-behaved student of the chance to get transformed by removing him from the company of good students.
Having said this, it is also true that since the number of hours spent on teaching students in school is fixed, such interrupting behaviour by some students takes away precious study hours from the obedient ones who are not at fault. However, instead of creating a utopia world of good and bad, school authorities and parents need to tackle this behaviour by the various method like positive reinforcements, negative reinforcements, counselling by psychologists, etc. All these methods and a little care and concern will help a disobedient student become an obedient and a well-mannered one because nothing in this world is permanent and absolute.
To reiterate, I am of the opinion that instead of creating a divide among students, one should aim at tackling the problem so that there can be a change in the student's behaviour for the better.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-10-23 | neverlandforestcat | 73 | view |
| 2023-10-23 | neverlandforestcat | 73 | view |
| 2022-12-17 | DEEP PANCHAL | 61 | view |
| 2021-06-28 | Lyly241096 | 84 | view |
| 2021-06-28 | Lyly241096 | 73 | view |
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Grammar and spelling errors:
Line 11, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...tackled with love and empathy. Moreover, this segregation may make the ...
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Line 25, column 161, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...em so that there can be a change in the students behaviour for the better.
^^^^^^^^
Transition Words or Phrases used:
actually, also, but, first, firstly, hence, however, may, moreover, so, therefore, thus, well, while, for instance, it is true, on the whole
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 13.1623246493 122% => OK
Auxiliary verbs: 16.0 7.85571142285 204% => Less auxiliary verb wanted.
Conjunction : 18.0 10.4138276553 173% => OK
Relative clauses : 11.0 7.30460921844 151% => OK
Pronoun: 33.0 24.0651302605 137% => Less pronouns wanted
Preposition: 61.0 41.998997996 145% => OK
Nominalization: 9.0 8.3376753507 108% => OK
Performance on vocabulary words:
No of characters: 2481.0 1615.20841683 154% => OK
No of words: 474.0 315.596192385 150% => Less content wanted.
Chars per words: 5.23417721519 5.12529762239 102% => OK
Fourth root words length: 4.66599839874 4.20363070211 111% => OK
Word Length SD: 2.98415763939 2.80592935109 106% => OK
Unique words: 246.0 176.041082164 140% => OK
Unique words percentage: 0.518987341772 0.561755894193 92% => More unique words wanted or less content wanted.
syllable_count: 747.9 506.74238477 148% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 5.43587174349 184% => OK
Article: 3.0 2.52805611222 119% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 3.0 4.76152304609 63% => OK
Performance on sentences:
How many sentences: 19.0 16.0721442886 118% => OK
Sentence length: 24.0 20.2975951904 118% => OK
Sentence length SD: 52.6211568628 49.4020404114 107% => OK
Chars per sentence: 130.578947368 106.682146367 122% => OK
Words per sentence: 24.9473684211 20.7667163134 120% => OK
Discourse Markers: 7.36842105263 7.06120827912 104% => OK
Paragraphs: 5.0 4.38176352705 114% => OK
Language errors: 2.0 5.01903807615 40% => OK
Sentences with positive sentiment : 9.0 8.67935871743 104% => OK
Sentences with negative sentiment : 7.0 3.9879759519 176% => OK
Sentences with neutral sentiment: 3.0 3.4128256513 88% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.200594613711 0.244688304435 82% => OK
Sentence topic coherence: 0.0628354019494 0.084324248473 75% => OK
Sentence topic coherence SD: 0.0497531198186 0.0667982634062 74% => OK
Paragraph topic coherence: 0.118620691261 0.151304729494 78% => OK
Paragraph topic coherence SD: 0.0442692996578 0.056905535591 78% => OK
Essay readability:
automated_readability_index: 15.7 13.0946893788 120% => OK
flesch_reading_ease: 47.12 50.2224549098 94% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 12.7 11.3001002004 112% => OK
coleman_liau_index: 13.35 12.4159519038 108% => OK
dale_chall_readability_score: 8.56 8.58950901804 100% => OK
difficult_words: 112.0 78.4519038076 143% => OK
linsear_write_formula: 14.5 9.78957915832 148% => OK
gunning_fog: 11.6 10.1190380762 115% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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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.