Without no doubt, depending on each situation and student-teacher's relationship, some students would prefer to interrupt and correct a teacher or leader that say a mistake, right away, while other, may consider approach to the teacher, at the end of the class, or simply say nothing. As far as I concern, I firmly support the idea of correct the mistake, because a learning environment can not repress the opportunity of correct and learn. How to approach to the teacher or leader of a meeting, would depend of each situation.
First of all, it is important to analyse if the mistake or incorrect opinion emitted by the teacher or leader is really a mistake or incorrect. Clearly, students not always are aware of all the information necessary to judge an opinion when they are precisely learning. For instant, interrupt a class trying to correct a possible mistake from the teacher when really he or she was right, would end in a personal embarrassment for the student. Thus, it would be caution to wait and get the pertinent information before talk to the teacher.
Secondly, in case of being in a crowdy class with hundred of students, pointing out the mistake of a teacher or a leader that could embarrass him or her, could represent a conflict in the future relationship between student-teacher. For example, a very smart friend of mine played smart with a new teacher by asking hard questions till he induced him into a mistake. After pointing out this mistake that day, the teacher decided not to allow him to ask any question, for a long time during the classes. The relationship between them was broken. Considering this example, I believe that the best approach to discuss a possible mistake with a teacher is in a discreet way by talking with him or her at the end of the class.
Finally, say nothing would be a mistake itself. Moreover, in a education environment, like a class of any kind, the goal is to learn. Suppressing a question would be totally against the idea of learning, maximum if that question trend to correct a mistake. To illustrate this point, I remember the time during a math class that I had spotted a wrong answer in a problem solved by the teacher, in class. As I am a very shy person, I didn't say anything. Consequently, when the exam arrived, all the students answered the question of that particular problem in a wrong way and our scores suffered.
In summary, considering all the reasons exposed above, I indeed, believe that the best approach to correct a mistake said by the teacher or leader of a meeting would be by talking with him or her at the end of class or event.
- TPO-03 - Independent Writing Task Do you agree or disagree with the following statement?It is more important to keep your old friends than it is to make new friends.Use specific reasons and examples to support your answer. 61
- People attend college or university for many different reasons (for example, new experiences, career preparation, increased knowledge). Why do you think people attend college or university? Use specific reasons and examples to support your answer. 73
- TPO-16 - Integrated Writing Task The United Kingdom (sometimes referred to as Britain) has a long and rich history of human settlement. Traces of buildings, tools, and art can be found from periods going back many thousands of years: from the Stone Age, t 80
- TPO-22 - Integrated Writing Task Ethanol fuel, made from plants such as corn and sugar cane, has been advocated by some people as an alternative to gasoline in the United States. However, many critics argue that ethanol is not a good replacement for gasol 78
- TPO-03 - Integrated Writing Task Rembrandt is the most famous of the seventeenth-century Dutch painters. However, there are doubts whether some paintings attributed to Rembrandt were actually painted by him. One such painting is known as attributed to Rem 70
Grammar and spelling errors:
Line 3, column 167, Rule ID: ADVERB_WORD_ORDER[4]
Message: The adverb 'always' is usually put after the verb 'are'.
Suggestion: are always
...ake or incorrect. Clearly, students not always are aware of all the information necessary ...
^^^^^^^^^^
Line 5, column 51, Rule ID: NODT_DOZEN[1]
Message: Use simply: 'a hundred'.
Suggestion: a hundred
...in case of being in a crowdy class with hundred of students, pointing out the mistake o...
^^^^^^^
Line 5, column 653, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a discreet way" with adverb for "discreet"; eg, "in a hasty manner" with "hastily".
...ss a possible mistake with a teacher is in a discreet way by talking with him or her at the end o...
^^^^^^^^^^^^^^^^^
Line 7, column 62, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...would be a mistake itself. Moreover, in a education environment, like a class of ...
^
Line 7, column 433, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
... in class. As I am a very shy person, I didnt say anything. Consequently, when the ex...
^^^^^
Line 7, column 556, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a wrong way" with adverb for "wrong"; eg, "in a hasty manner" with "hastily".
...the question of that particular problem in a wrong way and our scores suffered. In summary,...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
consequently, finally, first, if, may, moreover, really, second, secondly, so, thus, while, for example, in summary, no doubt, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 37.0 43.0788530466 86% => OK
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2165.0 1977.66487455 109% => OK
No of words: 460.0 407.700716846 113% => OK
Chars per words: 4.70652173913 4.8611393121 97% => OK
Fourth root words length: 4.6311565067 4.48103885553 103% => OK
Word Length SD: 2.80582957147 2.67179642975 105% => OK
Unique words: 211.0 212.727598566 99% => OK
Unique words percentage: 0.458695652174 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 663.3 618.680645161 107% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Interrogative: 2.0 0.994623655914 201% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 11.0 4.94265232975 223% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 62.3935325862 48.9658058833 127% => OK
Chars per sentence: 113.947368421 100.406767564 113% => OK
Words per sentence: 24.2105263158 20.6045352989 118% => OK
Discourse Markers: 7.31578947368 5.45110844103 134% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 10.0 3.85842293907 259% => Less negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.88709677419 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.19213098527 0.236089414692 81% => OK
Sentence topic coherence: 0.0632574999091 0.076458572812 83% => OK
Sentence topic coherence SD: 0.0570516919486 0.0737576698707 77% => OK
Paragraph topic coherence: 0.121471555321 0.150856017488 81% => OK
Paragraph topic coherence SD: 0.0482253867598 0.0645574589148 75% => OK
Essay readability:
automated_readability_index: 12.9 11.7677419355 110% => OK
flesch_reading_ease: 64.04 58.1214874552 110% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 10.33 10.9000537634 95% => OK
dale_chall_readability_score: 8.12 8.01818996416 101% => OK
difficult_words: 96.0 86.8835125448 110% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
---------------------
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
---------------------
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.