TPO 43: 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 over and the people are gone, and then talk to the teacher or meeting leader.
— Say nothing.
Use specific reasons and examples to support your answer.
During the days of our life, there are so many difficult circumestances in which one can hardly decide the right thing to do. One of the examples of such a complicated situation is in a meeting or class room when a teacher or meeting leader states a wrong statement. Deciding how to behave with the issue depends on ones' personality. Nutrial people are in favour of silence and they say nothing. Easily-estimulated people cannot wait. They highlight the mistake abruptly. However, I hold the view that patience works ideally. Waiting until the end of the session has some advantages that another choices lack. Avoding distraction, strenghtening affable relation and preventing personal mistakes are reckoned as the benefits of my chosen reaction.
As a threshold matter, recalling a problem after a session prevents other audience from distracting. Students should take this essential note into their consideration that their personal comments must be declared after the class time. Interrupting and correcting a mistake simultaneously destroys the disipline of class; hence, attendants start to speak and ruin the effective atmosphere.
Furthermore, the approach fortifies the relationship between the mistaker and mistake finder. An ethical reaction that avoids the credit of the teacher or the meeting leader to be over shadowed. Those making an error in the class or meeting can revise their incorrect statement in next time whithout being embarresed infornt of others. Deliberating this subtle point makes the mistaker to realize how your behaviour was evaluated so as not to mistreat a teacher or leader among big population.
Last but not least, the person who has found the mistake can assess his notion whether his idea is true or not by thinking in a longer time. He had better pay attention to assert an idea which is absolutely flawless. Accordingly, he should wait for a while, think about the mistake his teacher has done and finally illustrate it after becoming confident. Otherwise, he may make a mistake and lost his own reputation among his school fellows.
In succinct, keeping calm after finding a mistake in the lecture of a teacher or meeting leader and providing the correct response to his speech after a class seems the most efficient strategy. It helps not to distract other members and to boost friendly relationship and to avoid wrong judgements.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-07-14 | Zmx_6 | 76 | view |
| 2023-07-12 | Zmx_6 | 80 | view |
| 2023-06-28 | Vivian Chang | 70 | view |
| 2023-03-22 | sonyeoso | 76 | view |
| 2023-02-20 | m.ghoroobi | 76 | view |
- Do you agree or disagree with the following statement Teachers should not make their social or political views known to students in the classroom Use specific reasons and examples to support your answer 73
- TPO 22 integrated writing task
- TPO 43 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 86
- TPO 54 Do you agree or disagree with the following statement Governments should spend more money in support of the arts than in support of athletics such as state sponsored Olympic teams Use specific reasons and examples to support your answer 70
- TPO 27 Independent Writing Task Do you agree or disagree with the following statement If people have the opportunity to get a secure job they should take it right away rather than wait for a job that would be more satisfying Use specific reasons and ex 76
Transition Words or Phrases used:
accordingly, but, finally, furthermore, hence, however, if, may, so, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 10.0 15.1003584229 66% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 8.0 11.0286738351 73% => More relative clauses wanted.
Pronoun: 27.0 43.0788530466 63% => OK
Preposition: 46.0 52.1666666667 88% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 1995.0 1977.66487455 101% => OK
No of words: 384.0 407.700716846 94% => More content wanted.
Chars per words: 5.1953125 4.8611393121 107% => OK
Fourth root words length: 4.4267276788 4.48103885553 99% => OK
Word Length SD: 2.89814501369 2.67179642975 108% => OK
Unique words: 234.0 212.727598566 110% => OK
Unique words percentage: 0.609375 0.524837075471 116% => OK
syllable_count: 615.6 618.680645161 100% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 2.0 4.94265232975 40% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 40.942234049 48.9658058833 84% => OK
Chars per sentence: 90.6818181818 100.406767564 90% => OK
Words per sentence: 17.4545454545 20.6045352989 85% => OK
Discourse Markers: 3.36363636364 5.45110844103 62% => 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 : 9.0 3.85842293907 233% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.266137262611 0.236089414692 113% => OK
Sentence topic coherence: 0.0632532934257 0.076458572812 83% => OK
Sentence topic coherence SD: 0.0607580165873 0.0737576698707 82% => OK
Paragraph topic coherence: 0.134078888714 0.150856017488 89% => OK
Paragraph topic coherence SD: 0.0631610922645 0.0645574589148 98% => OK
Essay readability:
automated_readability_index: 11.8 11.7677419355 100% => OK
flesch_reading_ease: 54.22 58.1214874552 93% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 12.58 10.9000537634 115% => OK
dale_chall_readability_score: 9.0 8.01818996416 112% => OK
difficult_words: 110.0 86.8835125448 127% => OK
linsear_write_formula: 6.0 10.002688172 60% => Linsear_write_formula is low.
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: 86.6666666667 out of 100
Scores by essay e-grader: 26.0 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.