What is the most important ability for a high school teacher?
-give students advice about planning for their future
-the ability to recognize those students who need help in a class most and help them
-the ability to encourage students to learn on their own outside the classroom
With the highly improved welfare in educational field, more talented people are attracted to become a teacher. Relatively long period of free holiday, the great sense of achievement in doing the work and so on which contribute a lot to the tidal of becoming a teacher. However, in the same period, the abilities of teachers are required more if one wants to do the best among all the competitors. Due to the modern societal circumstances, the ability to encourage students to learn by themselves is one of the most effective tactics that all the teachers are supposed to get.
Teachers, who are seen to the society as the lantern which lead students to success, often needs to do their best to help students not only in the schools, but also the effects on their future road. As a saying goes, whether a teacher good or not is largely depends on what abilities of dealing unexpected problems students can learn from them. What the students should learn in the classroom is not only the pure knowledge, but the ability to learn on their own. Knowledge can be learned from anywhere, however, the ability the teacher offers is valuable and unexchanged. Take a prize set up for the greatest teachers in our country as an example. All the teachers who get the prize seem to be knowledgeable which can lead the students to get good grades. However, through all the words describe them, I find one common feature among them, which is the power of guiding students to develop their own measures to learn. It is such ability makes them excellent.
Another point related to that is the excluded features of people. Almost all the people have faced or are facing such a annoying problem is that while trying to copying the measures used by the successors, the tactics turn out to be less efficient even useless. However, if the measures are switched to another one, it may seem more useful. That’s a significant finding. The core of learning is by understanding and developing, the copying is totally useless. Teachers should all be responsible for students and lead the to the appropriate way of learning rather than keep forcing them to intake the tremendous amount of knowledge.
It may seem to be true that other abilities are all useful for teachers. The ability to recognize those students who need help the most and help them is also useful. Teachers should take the vulnerable students special care and release their pain. The ability of offering advice to students also means a lot. But due to what I’ve mentioned, teachers as the lantern should act in their own way, offering additional help and providing advice in school may be useless when the students are getting older with mature ideas. Therefore, it seem that the ability to encourage students to learn by their own is the most helpful way.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-09-17 | 2207922737 | 87 | view |
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- What is the most important ability for a high school teacher give students advice about planning for their future the ability to recognize those students who need help in a class most and help them the ability to encourage students to learn on their own o 87
Grammar and spelling errors:
Line 5, column 119, 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
...he people have faced or are facing such a annoying problem is that while trying t...
^
Line 7, column 535, Rule ID: IT_VBZ[1]
Message: Did you mean 'seems'?
Suggestion: seems
... older with mature ideas. Therefore, it seem that the ability to encourage students ...
^^^^
Transition Words or Phrases used:
also, but, however, if, may, so, therefore, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 15.1003584229 172% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 14.0 11.0286738351 127% => OK
Pronoun: 28.0 43.0788530466 65% => OK
Preposition: 65.0 52.1666666667 125% => OK
Nominalization: 1.0 8.0752688172 12% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2328.0 1977.66487455 118% => OK
No of words: 484.0 407.700716846 119% => OK
Chars per words: 4.80991735537 4.8611393121 99% => OK
Fourth root words length: 4.69041575982 4.48103885553 105% => OK
Word Length SD: 2.58603413941 2.67179642975 97% => OK
Unique words: 225.0 212.727598566 106% => OK
Unique words percentage: 0.464876033058 0.524837075471 89% => More unique words wanted or less content wanted.
syllable_count: 721.8 618.680645161 117% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 9.59856630824 63% => OK
Article: 9.0 3.08781362007 291% => Less articles wanted as sentence beginning.
Subordination: 2.0 3.51792114695 57% => OK
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 3.0 4.94265232975 61% => OK
Performance on sentences:
How many sentences: 24.0 20.6003584229 117% => OK
Sentence length: 20.0 20.1344086022 99% => OK
Sentence length SD: 50.2153003465 48.9658058833 103% => OK
Chars per sentence: 97.0 100.406767564 97% => OK
Words per sentence: 20.1666666667 20.6045352989 98% => OK
Discourse Markers: 2.04166666667 5.45110844103 37% => More transition words/phrases wanted.
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 20.0 11.8709677419 168% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.496117691405 0.236089414692 210% => OK
Sentence topic coherence: 0.14807699832 0.076458572812 194% => OK
Sentence topic coherence SD: 0.133316456903 0.0737576698707 181% => OK
Paragraph topic coherence: 0.301963343572 0.150856017488 200% => OK
Paragraph topic coherence SD: 0.191121853878 0.0645574589148 296% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 11.3 11.7677419355 96% => OK
flesch_reading_ease: 59.64 58.1214874552 103% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.9 10.1575268817 97% => OK
coleman_liau_index: 10.62 10.9000537634 97% => OK
dale_chall_readability_score: 7.89 8.01818996416 98% => OK
difficult_words: 100.0 86.8835125448 115% => OK
linsear_write_formula: 14.5 10.002688172 145% => OK
gunning_fog: 10.0 10.0537634409 99% => OK
text_standard: 10.0 10.247311828 98% => 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: 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.