The best way to teach is to praise positive actions and ignore negative ones.
The issue that the best way to teach is to praise positive actions and ignore negative ones is a contentious one. While each side has its strengths and weaknesses, I believe that a teacher should appreciate the positive actions while explaining the negative consequences of the negative actions. While both the sides are essential, it would be handicapped to neglect either of them.
First, teaching should help a student in becoming a better individual in life. By praising someone for their positive actions, it would motivate them to indulge in similar acts. For example, if a student gets chocolate every time he tells the truth, it would motivate him to become a truthful person in life. Furthermore, if a student is praised in public for being truthful, it would inspire more students to follow him, and this has a considerable effect on the society. Hence, praising positive actions can effectively fulfill the motive of teaching.
On the other hand, ignoring negative actions would not do any good as it seems so. Instead of ignoring negative actions, if a student is taught about the negative consequences of a wrong action, it would be very helpful in avoiding or rectifying his mistakes. For example, if a student is informed about the detrimental effects of telling lies, it would not only inspire him to tell the truth, but also motivate him to restrain himself from a lie. Furthermore, a student would be afraid of indulging in negative actions, if he is aware of the consequences. Therefore, teaching the implications of the negative actions can help a student in becoming a better individual.
Also, if a student is taught only about the negative actions and their harmful effects without supporting him to do positive actions, it would be demotivating for him. For example, if we neglect the positive actions and only punish a student for his negative actions, it would be demotivating for him because he would always be scolded without any appraisal. He will consider or grasp only the negative aspects of everything which would be very dangerous. So, positive actions should be given their own weight in motivating students.
On the other hand, if a student is praised for his positive actions and neglected for the remaining, it would not help him in distinguishing between positive and negative actions because he is always getting the appraisal or nothing. For example, if a teacher concentrates only on the positive actions, students might consider that the world is filled only with the positive deeds which is not true. Also, this would not lead the student to become a better individual because the student might consider the negative actions also as positive if he is not punished for the same. So, negative actions should be given their own weight.
Therefore, in order for a student to be motivated to do positive actions and at the same time restrain himself from indulging in negative actions, he should be praised for the former and scolded or punished for the latter. Both the aspects are equally essential for the betterment of students and teaching should include both of them.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-10-31 | ekarumeblessing@icloud.com | 79 | view |
| 2024-10-22 | Celestina Asantewaa | 50 | view |
| 2024-10-13 | ekarumeblessing@icloud.com | 58 | view |
| 2024-08-31 | hainess25 | 70 | view |
| 2024-08-29 | tester340 | 83 | view |
- The following appeared in a magazine article about planning for retirement."Because of its spectacular natural beauty and consistent climate, Clearview should be a top choice for anyone seeking a place to retire. As a bonus, housing costs in Clearvie 50
- The general welfare of a nation's people is a better indication of that nation's greatness than are the achievements of its rulers, artists, or scientists. 54
- photographers color demand 66
- It is no longer possible for a society to regard any living man or woman as a hero. 50
- A nation should require all of its students to study the same national curriculum until they enter college. 66
Transition Words or Phrases used:
also, but, first, furthermore, hence, if, so, therefore, while, for example, on the other hand, to tell the truth
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 25.0 12.4196629213 201% => Less auxiliary verb wanted.
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 45.0 33.0505617978 136% => Less pronouns wanted
Preposition: 51.0 58.6224719101 87% => OK
Nominalization: 1.0 12.9106741573 8% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2607.0 2235.4752809 117% => OK
No of words: 521.0 442.535393258 118% => OK
Chars per words: 5.00383877159 5.05705443957 99% => OK
Fourth root words length: 4.77759609229 4.55969084622 105% => OK
Word Length SD: 2.74836476212 2.79657885939 98% => OK
Unique words: 194.0 215.323595506 90% => More unique words wanted.
Unique words percentage: 0.37236084453 0.4932671777 75% => More unique words wanted or less content wanted.
syllable_count: 826.2 704.065955056 117% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 2.0 4.99550561798 40% => OK
Subordination: 11.0 3.10617977528 354% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 50.0923532721 60.3974514979 83% => OK
Chars per sentence: 113.347826087 118.986275619 95% => OK
Words per sentence: 22.652173913 23.4991977007 96% => OK
Discourse Markers: 4.91304347826 5.21951772744 94% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.294156071924 0.243740707755 121% => OK
Sentence topic coherence: 0.123116402371 0.0831039109588 148% => OK
Sentence topic coherence SD: 0.114554196193 0.0758088955206 151% => OK
Paragraph topic coherence: 0.200328265667 0.150359130593 133% => OK
Paragraph topic coherence SD: 0.0899422284916 0.0667264976115 135% => OK
Essay readability:
automated_readability_index: 13.4 14.1392134831 95% => Automated_readability_index is low.
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 12.02 12.1639044944 99% => OK
dale_chall_readability_score: 7.18 8.38706741573 86% => OK
difficult_words: 81.0 100.480337079 81% => More difficult words wanted.
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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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.