Some high school teachers (teachers of students ages 14-18) spend most of class time lecturing (speaking) while the students listen and take notes. Other high school teachers spend most of class time on discussion and projects that students are highly involved in and exchange their ideas. Which of these two approaches do you think is more effective for students’ learning and why?
Teachers have always been trying to apply the best methods of teaching for the prosperity of their students. The importance of these methods in high school because they are in the adolescence period is double. In this regard, there is a debate among teachers on whether spending most of the class time on lecturing rather than a discussion among students and teachers is more effective for students' learning or not. In my opinion, it is indispensable for teachers to spend most of the class time on speaking while the students listen and take notes. In the following paragraphs, I will advocate my point of view.
First of all, students ages 14-18 usually like to demonstrate their abilities by talking and it takes a lot of class time. Therefore, teachers couldn't present all the essential content for students. In other words, if teachers spend most of the class time lecturing, they can better manage what they want to say. My personal experience illustrates this issue quite well. When I was in high school, we have a math teacher who tried to involve students in discussions. He usually spent half of the semester discussing with students about the contents of our course. However, in the second half of the semester, he faced numerous content that he should have taught us in a limited time. Consequently, he summarized those contents and accelerated presenting them. Not only didn't we understand what he said, but also he couldn't cover all contents. If he had not spent half of the semester on the discussion, we would have better learned.
As the second reason, in high school, most students are in their adolescence period. In this period, students are a little rude, and discussions in class might tend them toward impoliteness to their teachers. This might make teachers angry, and they lose their concentration on teaching. For example, our physic teacher in high school usually made a positive atmosphere in class for students to have a scientific discussion in class with them. Sometimes, my classmates tried to make fun in class, and this made our teachers angry. Hence, he lost his concentration and made some obvious scientific mistakes. I couldn't tell him about his mistakes because he was so angry and might take me out of the class. Those mistakes misled many of students. Had he not involved students in discussions, students would have better understood the contents of our course.
To sum up, managing the contents that they should present in class is more convenient for teachers if they spend most of the class time on lecturing. In addition, by applying this way, they prevent of impoliteness of some students who make teachers angry. These are my reasons for why I believe that it is more appropriate for teachers to allocate class time to lecturing.
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Grammar and spelling errors:
Line 1, column 551, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...ile the students listen and take notes. In the following paragraphs, I will advoca...
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Suggestion: couldn't
... lot of class time. Therefore, teachers couldnt present all the essential content for s...
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Line 3, column 771, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...d accelerated presenting them. Not only didnt we understand what he said, but also he...
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Line 3, column 817, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
...we understand what he said, but also he couldnt cover all contents. If he had not spent...
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Line 3, column 935, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...scussion, we would have better learned. As the second reason, in high school, mo...
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Line 5, column 610, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: couldn't
...ade some obvious scientific mistakes. I couldnt tell him about his mistakes because he ...
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Transition Words or Phrases used:
also, but, consequently, first, hence, however, if, second, so, therefore, well, while, for example, in addition, first of all, in my opinion, in other words, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 9.0 9.8082437276 92% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 6.0 11.0286738351 54% => More relative clauses wanted.
Pronoun: 62.0 43.0788530466 144% => Less pronouns wanted
Preposition: 68.0 52.1666666667 130% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 2320.0 1977.66487455 117% => OK
No of words: 469.0 407.700716846 115% => OK
Chars per words: 4.94669509595 4.8611393121 102% => OK
Fourth root words length: 4.65364457471 4.48103885553 104% => OK
Word Length SD: 2.720747471 2.67179642975 102% => OK
Unique words: 214.0 212.727598566 101% => OK
Unique words percentage: 0.456289978678 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 691.2 618.680645161 112% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 17.0 9.59856630824 177% => OK
Article: 1.0 3.08781362007 32% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.94265232975 202% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 27.0 20.6003584229 131% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 33.2012196712 48.9658058833 68% => OK
Chars per sentence: 85.9259259259 100.406767564 86% => OK
Words per sentence: 17.3703703704 20.6045352989 84% => OK
Discourse Markers: 6.22222222222 5.45110844103 114% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 9.0 11.8709677419 76% => OK
Sentences with negative sentiment : 7.0 3.85842293907 181% => OK
Sentences with neutral sentiment: 11.0 4.88709677419 225% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.461087905689 0.236089414692 195% => OK
Sentence topic coherence: 0.126300583828 0.076458572812 165% => OK
Sentence topic coherence SD: 0.12253111178 0.0737576698707 166% => OK
Paragraph topic coherence: 0.320075230478 0.150856017488 212% => OK
Paragraph topic coherence SD: 0.0878570516749 0.0645574589148 136% => OK
Essay readability:
automated_readability_index: 10.6 11.7677419355 90% => 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: 11.13 10.9000537634 102% => OK
dale_chall_readability_score: 7.51 8.01818996416 94% => OK
difficult_words: 90.0 86.8835125448 104% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 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: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 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.