Which one is the most important for teacher of high school A The ability to help students plan for their future B the ability to find the student who need the most help and to give that help C or the ability to encourage students to learn on their own out

Essay topics:

Which one is the most important for teacher of high school?
A. The ability to help students plan for their future;
B. the ability to find the student who need the most help
and to give that help;
C. or the ability to encourage students to learn on their own
outside of the classroom.

Being a teacher of high school is difficult than imagination. It requires you to acquire varieties of abilities which can help students get good score. I am all for that the ability to find the student who need the most help and to give that help is the most important and fundamental for high school teacher.

Though it is crucial to make plan for future, as a high school student, the most basic purpose should be good grade. If they are even not able to obtain knowledge from textbook and pass the university’s examination, it will be quite hard to achieve their future goal. So, teacher is supposed to educate them greatly in order to improve their performances rather than planning for distant future. And besides, to be honest, teacher has no idea about the student’s attitude towards life and offering help for student’s future is not high school teacher’s responsibility. For the aspect of thinking about future, it depends on numerous factors, such as the characters and family background, not only the study which teacher can control. That is why I mentioned, among these three, this ability is unnecessary for teacher of high school.

As for the ability to encourage students to learn on their own outside of the classroom, it is a useful approach to help students to foster good study habit. Teacher needs to focus on everything relative to student’s school work, not only during the course, but the time after class should be utilized sufficiently as well. Take my own experience, for example, when I was in high school, my English teacher suggested us to spend our spare time listening to international news. She encouraged us to practice English through plenty of interesting methods outside of the classroom and thanks to her advice, I fell in love with English and gradually raised my score. However, there is no doubt that the time inside of the classroom is more critical than outside of the classroom. To be more specific, the hours used on free time are more likely to consolidate what they learnt, on the contrary, the hours during the class time are mainly draw on knowledge. The learning atmosphere with teachers and classmates is rather come in handy for improving performances.

When it comes to the ability to find the student who need the most help and to give that help, it is of importance and the most suitable for high school teacher because of the age of student. In this period, student easily gets trouble in academic problems and negative emotions such as anxiety and lack of confidence. It is the duty for teacher to figure out the difficult situations confusing students and help to handle with them. When students meet the bottle-neck in study, teachers are supposed to provide learning methods fit for different individual; when students worry about how to get along well with classmates, teachers can enhance class cohere power by organizing activities; when students lose confidence and feel nervous and anxiety under mounting pressure, teachers should pay attention to supporting them to adjust mood and encouraging them to overcome the challenges bravely. Finding out students’ problems in time and giving a hand can deeply change the students’ life during high school time.

To put it in a nut shell, the ability about finding the student who need the most help and giving that help is the essential capacity for teacher of high school to acquire.

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2020-03-29 syuku 73 view
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Transition Words or Phrases used:
besides, but, however, if, so, well, as for, for example, no doubt, such as, on the contrary

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 25.0 15.1003584229 166% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 40.0 43.0788530466 93% => OK
Preposition: 86.0 52.1666666667 165% => OK
Nominalization: 8.0 8.0752688172 99% => OK

Performance on vocabulary words:
No of characters: 2847.0 1977.66487455 144% => OK
No of words: 574.0 407.700716846 141% => Less content wanted.
Chars per words: 4.95993031359 4.8611393121 102% => OK
Fourth root words length: 4.89472135074 4.48103885553 109% => OK
Word Length SD: 2.68888259261 2.67179642975 101% => OK
Unique words: 274.0 212.727598566 129% => OK
Unique words percentage: 0.477351916376 0.524837075471 91% => More unique words wanted or less content wanted.
syllable_count: 868.5 618.680645161 140% => OK
avg_syllables_per_word: 1.5 1.51630824373 99% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 9.59856630824 125% => OK
Article: 5.0 3.08781362007 162% => OK
Subordination: 9.0 3.51792114695 256% => Less adverbial clause wanted.
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 6.0 4.94265232975 121% => OK

Performance on sentences:
How many sentences: 22.0 20.6003584229 107% => OK
Sentence length: 26.0 20.1344086022 129% => The Avg. Sentence Length is relatively long.
Sentence length SD: 74.889850243 48.9658058833 153% => OK
Chars per sentence: 129.409090909 100.406767564 129% => OK
Words per sentence: 26.0909090909 20.6045352989 127% => OK
Discourse Markers: 4.18181818182 5.45110844103 77% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 15.0 11.8709677419 126% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
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: 0.603065466077 0.236089414692 255% => OK
Sentence topic coherence: 0.202194553413 0.076458572812 264% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.188974705109 0.0737576698707 256% => The coherence between sentences is low.
Paragraph topic coherence: 0.428906598257 0.150856017488 284% => Maybe some contents are duplicated.
Paragraph topic coherence SD: 0.128679881476 0.0645574589148 199% => OK

Essay readability:
automated_readability_index: 15.0 11.7677419355 127% => OK
flesch_reading_ease: 53.55 58.1214874552 92% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 12.3 10.1575268817 121% => OK
coleman_liau_index: 11.78 10.9000537634 108% => OK
dale_chall_readability_score: 8.31 8.01818996416 104% => OK
difficult_words: 123.0 86.8835125448 142% => OK
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 12.4 10.0537634409 123% => 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.