The best way to teach — whether as an educator, employer, or parent — is to praise positive actions and ignore negative ones.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
The prompt asks if the best way to teach is by praising positive actions and ignore negative ones. This sentence seems to claim the issue as black and white, either you praise positive actions or focus only on negative ones. Clearly, the argument is nuanced and negative actions cannot be ignored. Every single person that has learned through an experience has to have seen an example of a negative action in order to gain a deeper understanding of an issue. Hence, I disagree with the posture of the prompt.
To begin, it is imperative for any learner to be presented with an example of a negative action in order to allow them to learn. For example, children in elementary school tend to not have a clear understanding of the concept of bullying. More often than not, they may be prone to practice the act with their fellow classmates. In this case, it would be an egregious act to choose to ignore this example and to only focus on the times when it does not occur. How are children supposed to know when they made a mistake? By noting the unwanted behavior, the child will be granted a chance to learn and become a better individual.
Moreover, specifically in the workforce, supervisors seem to have a clear hold of this issue. It is important for employees to be told of mistakes committed on their behalf. A simple example could be of proper email etiquette. If an employee does not know how to respond professionally, this may make the department/company or the employee himself look bad. It’s up the leadership team to relate this fault to the person, and provide a proper explanation as to how it has to be improved. Much like the example above, this will allow the individual an opportunity to grow.
Nonetheless, proponents of praise may argue that praising has positive effects on those individuals. This is coherent, after all no one prefers to be told of every single mistake ever committed. But both options have to be available for use depending on the situation. For example, a coach may praise a quality play provided by one member of his team. The reason is to encourage the individual to repeat this action. However, if the individual commits a terrible gaff, then this must be addressed promptly for the sake of the person and the team. It would be counterproductive to ignore this mistake and only focus on the good actions.
In conclusion, teaching by only praising positive actions while ignoring negative ones is arguably not the best way to teach. Certainly, individuals could learn by only being told of their good deeds. But a deeper opportunity to learn is provided when negative actions are committed. This is more effective and beneficial to the individual and those surrounding the person.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-12-15 | olaelamin | 66 | view |
| 2019-09-07 | NidhiKalani | 50 | view |
| 2019-08-20 | jorgejacs12 | 50 | view |
| 2019-05-31 | Gh.Ne | 66 | view |
| 2019-05-19 | greawyky | 50 | view |
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- The best way to teach — whether as an educator, employer, or parent — is to praise positive actions and ignore negative ones.Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting y 50
Grammar and spelling errors:
Line 3, column 310, Rule ID: FELLOW_CLASSMATE[1]
Message: Use simply 'classmates'.
Suggestion: classmates
...be prone to practice the act with their fellow classmates. In this case, it would be an egregious...
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
but, hence, however, if, look, may, moreover, nonetheless, so, then, while, after all, as to, for example, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 70.0 58.6224719101 119% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2269.0 2235.4752809 101% => OK
No of words: 471.0 442.535393258 106% => OK
Chars per words: 4.81740976645 5.05705443957 95% => OK
Fourth root words length: 4.65859790218 4.55969084622 102% => OK
Word Length SD: 2.81032023926 2.79657885939 100% => OK
Unique words: 222.0 215.323595506 103% => OK
Unique words percentage: 0.471337579618 0.4932671777 96% => OK
syllable_count: 729.0 704.065955056 104% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 28.0 20.2370786517 138% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 27.4835758004 60.3974514979 46% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 81.0357142857 118.986275619 68% => OK
Words per sentence: 16.8214285714 23.4991977007 72% => OK
Discourse Markers: 4.28571428571 5.21951772744 82% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 13.0 5.13820224719 253% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.174856941572 0.243740707755 72% => OK
Sentence topic coherence: 0.0554685013722 0.0831039109588 67% => OK
Sentence topic coherence SD: 0.0844622130842 0.0758088955206 111% => OK
Paragraph topic coherence: 0.124804078253 0.150359130593 83% => OK
Paragraph topic coherence SD: 0.113362465373 0.0667264976115 170% => OK
Essay readability:
automated_readability_index: 9.7 14.1392134831 69% => Automated_readability_index is low.
flesch_reading_ease: 63.7 48.8420337079 130% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 8.4 12.1743820225 69% => OK
coleman_liau_index: 10.38 12.1639044944 85% => OK
dale_chall_readability_score: 7.58 8.38706741573 90% => OK
difficult_words: 94.0 100.480337079 94% => OK
linsear_write_formula: 7.5 11.8971910112 63% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 8.0 11.7820224719 68% => The average readability is low. Need to imporve the language.
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.