Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do? 1. Interrupt and correct the mistake right away; 2. Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader; 3. Say nothing.
The ability to distinguish the most appropriate option for saying our concerns and disapproval has outstanding impacts on our communication with our classmates, teachers, co-workers, and family members, etc. So it has prominent value to know when we should hesitate or hasten to dispute in variousenvironments. A controversial related question is how to show our opinion when we are in a classroom or a meeting, and the teachers or meeting leaders say something wrong. Do we need to correct them right away?; is it better to wait?; or do nothing? In my view, we have to stay patient and hold our opinions until the end of class and not interrupting their speech. The ensuing paragraph will elaborate on the noteworthy reasons for this idea.
First, the teacher or the meeting's leader may lose his/her focus. I mean our haphazard comments probably baffle the teacher or the meeting leader and significantly distract them. Sometimes, they need to confine our statement, and it will start allegedly a discussion which wastes other people's time or make other people exhausted or bored. Besides, the teacher may run out of the time to complete the lecture that he/she wants to deliver.
Second, it may make them embarrassed. For instance, I remember a relevant story about this subject. We had a very young chemistry teacher in high school who was somehow timid but very resourceful. One day she made an unintentional mistake about water's chemical structure. One of our peers commented abruptly to let her know about the error in a hilarious way, and everyone giggled afterward. I cannot get his face out of my mind even after all these years. Her face blushed when the beads of sweat were falling from her chicks. That day I felt pity for her, so I genuinely think that we need to wait until the class is over.
Third, there is some possibility that we are misunderstood and he/she was not wrong. I always write a note about what I assume is not true and ask my question privately. There have been many occasions that my presumption was unjust about what I thought was a mistake. And multiple time happen that the teacher answers my doubt in the remained time of the class. Accordingly, I believe it is more appropriate to take our time to acknowledge the rightfulness of our opinion.
To wrap the story up, I recommend staying still until the end of class to ask about what we consider our teacher's mistake. Since it may distract other audiences to focus as well as the speaker or unconsciously, we may make her/him feel ashamed in some cases. There are some possibilities that we are misunderstood as well.
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Grammar and spelling errors:
Line 3, column 27, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'meetings'' or 'meeting's'?
Suggestion: meetings'; meeting's
...this idea. First, the teacher or the meetings leader may lose his/her focus. I mean o...
^^^^^^^^
Line 5, column 341, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a hilarious way" with adverb for "hilarious"; eg, "in a hasty manner" with "hastily".
...bruptly to let her know about the error in a hilarious way, and everyone giggled afterward. I cann...
^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
accordingly, besides, but, first, if, may, second, so, still, third, well, after all, for instance, i mean, as well as, in my view, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 15.1003584229 106% => OK
Auxiliary verbs: 12.0 9.8082437276 122% => OK
Conjunction : 21.0 13.8261648746 152% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 71.0 43.0788530466 165% => Less pronouns wanted
Preposition: 49.0 52.1666666667 94% => OK
Nominalization: 6.0 8.0752688172 74% => OK
Performance on vocabulary words:
No of characters: 2172.0 1977.66487455 110% => OK
No of words: 449.0 407.700716846 110% => OK
Chars per words: 4.83741648107 4.8611393121 100% => OK
Fourth root words length: 4.60321845022 4.48103885553 103% => OK
Word Length SD: 2.86120553103 2.67179642975 107% => OK
Unique words: 247.0 212.727598566 116% => OK
Unique words percentage: 0.550111358575 0.524837075471 105% => OK
syllable_count: 674.1 618.680645161 109% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 9.59856630824 135% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 6.0 1.86738351254 321% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 26.0 20.6003584229 126% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 35.8613577859 48.9658058833 73% => OK
Chars per sentence: 83.5384615385 100.406767564 83% => OK
Words per sentence: 17.2692307692 20.6045352989 84% => OK
Discourse Markers: 5.57692307692 5.45110844103 102% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 14.0 3.85842293907 363% => Less negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.88709677419 102% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.179785959888 0.236089414692 76% => OK
Sentence topic coherence: 0.0477512828489 0.076458572812 62% => OK
Sentence topic coherence SD: 0.0687126666059 0.0737576698707 93% => OK
Paragraph topic coherence: 0.0958068886328 0.150856017488 64% => OK
Paragraph topic coherence SD: 0.0691774838819 0.0645574589148 107% => OK
Essay readability:
automated_readability_index: 10.0 11.7677419355 85% => Automated_readability_index is low.
flesch_reading_ease: 62.68 58.1214874552 108% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 8.7 10.1575268817 86% => OK
coleman_liau_index: 10.5 10.9000537634 96% => OK
dale_chall_readability_score: 8.07 8.01818996416 101% => OK
difficult_words: 102.0 86.8835125448 117% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Rates: 83.3333333333 out of 100
Scores by essay e-grader: 25.0 Out of 30
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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.