In a classroom or a meeting, the teacher or the meeting leader has the responsibility to convey the whole content of his/her presentation correctly, but since everyone is prone to error, there is the possibility for them to make mistakes and say something wrong during their presentation. Now the controversial question rising here is that if a teacher or meeting leader presents something by mistake, what the best thing is to do: interrupt and correct the mistake right away, talk to the teacher or meeting leader after the class or meeting in the absence of others or say nothing. I personally confirm the first solution because of reasons which I am going to elaborate on them in the following paragraphs.
The most significant reason comes to mind is that if a mistake is not corrected right away, it may result in some irreparable consequences. For example, if a teacher makes a mistake in the class, the students will misunderstand lessons. Then they may give wrong answers to the related questions on the exam which leads to low grades. In this situation, neither the teacher nor the students may know where the problem emanates. The same problem may affect a project after a meeting in accompany. To state it more clearly, if a meeting leader makes a mistake in presenting the details of a project, the staff will run the project with errors which may cause financial losses that can be hardly compensated. So, it is better to correct the mistake right away.
Another reason that deserves some words here is that reminding a teacher or meeting leader of their mistakes can work as a motivation for them. That is to say, when a student notices the teacher’s mistake in the class, this will bring to the teacher the idea that students pay attention to him/her. This will encourage the teacher to teach with more efficiency and enthusiasm. Also, when an employee corrects the mistake of a leader, the leader will be provoked to be more meticulous in his/her job. Therefore, mentioning mistakes instantly in a class or meeting stimulate a teacher or a meeting leader to be precise in their job.
The last but not the least reason to be mentioned is that correcting a mistake by a student in a class or by an employee in a meeting may cause the teacher or the meeting leader to hold a positive view on them. Consequently, the student may gain an extra point or the employee may get a promotion. These rewards will also encourage others to focus more on the stuff presented by a teacher or a leader which help them prosper. As a result, correcting mistakes right away may have indirect but valuable effects.
To make a long story short, all the aforementioned reasons lead us to the conclusion that correcting mistakes immediately in a class or a meeting may be advantageous for people from preventing irretrievable consequences to motivating people to be serious in their affairs. Finally, I highly recommend students and employees to be aware of mistakes made by teachers or leaders and remind them during their presentation so that all the members can enjoy the myriads of benefits as a result
- Some people believe that when busy parents do not have a lot of time to spend with their children, the best use of that time is to have fun playing games or sports. Others believe that it is best to use that time doing things together that are related to 70
- 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?-Interrupt and correct the mistake right away-Wait until the class or meeting is o 73
Transition Words or Phrases used:
also, but, consequently, finally, first, if, may, so, then, therefore, thus, for example, as a result, that is to say
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 15.1003584229 119% => OK
Auxiliary verbs: 19.0 9.8082437276 194% => OK
Conjunction : 24.0 13.8261648746 174% => OK
Relative clauses : 17.0 11.0286738351 154% => OK
Pronoun: 39.0 43.0788530466 91% => OK
Preposition: 66.0 52.1666666667 127% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 2584.0 1977.66487455 131% => OK
No of words: 535.0 407.700716846 131% => OK
Chars per words: 4.82990654206 4.8611393121 99% => OK
Fourth root words length: 4.80937282943 4.48103885553 107% => OK
Word Length SD: 2.84713088025 2.67179642975 107% => OK
Unique words: 233.0 212.727598566 110% => OK
Unique words percentage: 0.435514018692 0.524837075471 83% => More unique words wanted or less content wanted.
syllable_count: 801.0 618.680645161 129% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 8.0 3.08781362007 259% => Less articles wanted as sentence beginning.
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 21.0 20.6003584229 102% => OK
Sentence length: 25.0 20.1344086022 124% => The Avg. Sentence Length is relatively long.
Sentence length SD: 71.7126098584 48.9658058833 146% => OK
Chars per sentence: 123.047619048 100.406767564 123% => OK
Words per sentence: 25.4761904762 20.6045352989 124% => OK
Discourse Markers: 5.57142857143 5.45110844103 102% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 12.0 3.85842293907 311% => Less negative sentences wanted.
Sentences with neutral sentiment: 0.0 4.88709677419 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.360967174407 0.236089414692 153% => OK
Sentence topic coherence: 0.121707746939 0.076458572812 159% => OK
Sentence topic coherence SD: 0.0986289065442 0.0737576698707 134% => OK
Paragraph topic coherence: 0.23158089142 0.150856017488 154% => OK
Paragraph topic coherence SD: 0.11105166977 0.0645574589148 172% => OK
Essay readability:
automated_readability_index: 14.1 11.7677419355 120% => OK
flesch_reading_ease: 54.56 58.1214874552 94% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 11.9 10.1575268817 117% => OK
coleman_liau_index: 11.03 10.9000537634 101% => OK
dale_chall_readability_score: 8.09 8.01818996416 101% => OK
difficult_words: 109.0 86.8835125448 125% => OK
linsear_write_formula: 28.5 10.002688172 285% => Linsear_write_formula is high.
gunning_fog: 12.0 10.0537634409 119% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.