The best way to teach is to praise positive actions and ignore negative ones.
I partially agree with the statement “The best way to teach is to praise positive actions and ignore negative ones”. Children should be rewarded when they perform well; however, they should not be ignored for performing sub-optimally. For purposes of this essay, the term “actions” is defined as behaviors within the classroom.
Utilizing positive reinforcements, such as tangible rewards, can be a good method to teach children. If the teacher praises children for actions that are desirable, then the children are more likely to repeat those actions. For example, a student who completes an assignment on time and does a good job is likely to want to do a good job on the next assignment if he gets positive feedback. Likewise, the children who are not currently engaging in the desirable actions may be more inclined to do so in order to recieve the positive reinforcement.
Conversely, children should not be ignored for negative actions. If a child is not exhibiting appropriate behavior in the classroom, then it is the teacher’s responsibility to encourage the child to perform optimally. Ignoring something doesn’t make it go away, actions and consequences do. A student who is being disruptive in class will continue to be disruptive unless the teacher does something about it. However, the teacher’s actions need be appropriate.
Before the teacher attempts to modify a child’s behavior, the teacher needs to try and identify the reason behind the behavior. For instance, children who leave their seat often, stare in to space, or call out of turn may be initially viewed as having poor behavior. However, the teacher may suspect that the child has an attentional problem, and request that the child be tested. If the child does have an attentional problem, then the teacher can work with a related service, such as occupational therapy, to alter the classroom environment in order to cater to the needs of the child. For instance, the teacher could remove some of the stimulating bulliten board displays to make the room more calming to the child. If the child becomes more attentive in class then the teacher was able to assist the child without scorning them or ignoring them. The teacher met the needs of the child and created an enviornment to enable the child to optimally perform in the educational setting.
On the other hand, if the child is tested, and does not have any areas of concern that may be impacting the educational performance in the classroom, then the negative behavior may strictly be due to defiance. In such a case, the teacher still should not ignore the child, because the negative actions may hinder the learning opportunity forthe remaining children in the class. As a result, a child who is being disruptive to the learning process of the class should be set apart from the class so that they do not receive the positive reinforcement of peer attention.
The teacher should not ignore the student who is misbehaving, but that does not mean that the teacher just needs to punish. It is better to address the child privately and make sure the child is aware of the negative actions. Once the child is aware, then the teacher should once again try to determine the reason why the child is behaving in a negative manner. Perhaps the child’s parents are in the middle of a divorce and the child is outwardly expressing his frustration in the classroom. Or the academic content of the class may not be challenging enough for the child and so he is misbehaving out of boredom. Whatever the reason behind the behavior, the key factor is that the teacher works with the child to try and identify it. Simply punnishing or ignoring the child would not solve the problem, whereas working to create a plan for success in the classroom would. Likewise, rather than punnishing and defeating the child, the teacher is working with and empowering the child; a much more positive outcome to the situation.
| 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 |
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Comments
Essay evaluations by e-grader
Grammar and spelling errors:
Line 2, column 303, Rule ID: DOES_NP_VBZ[1]
Message: Did you mean 'be'?
Suggestion: be
... assignment on time and does a good job is likely to want to do a good job on the ...
^^
Line 4, column 80, Rule ID: TRY_AND[1]
Message: "Try and" is common in colloquial speech, but "'try to'" is recommended for writing.
Suggestion: try to
... child’s behavior, the teacher needs to try and identify the reason behind the behavior...
^^^^^^^
Line 4, column 627, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
... For instance, the teacher could remove some of the stimulating bulliten board displays to ...
^^^^^^^^^^^
Line 6, column 340, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a negative manner" with adverb for "negative"; eg, "in a hasty manner" with "hastily".
...ne the reason why the child is behaving in a negative manner. Perhaps the child’s parents are in the...
^^^^^^^^^^^^^^^^^^^^
Line 6, column 715, Rule ID: TRY_AND[1]
Message: "Try and" is common in colloquial speech, but "'try to'" is recommended for writing.
Suggestion: try to
...hat the teacher works with the child to try and identify it. Simply punnishing or ignor...
^^^^^^^
Transition Words or Phrases used:
but, conversely, however, if, likewise, may, so, still, then, well, whereas, apart from, for example, for instance, such as, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 37.0 19.5258426966 189% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 72.0 58.6224719101 123% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 3288.0 2235.4752809 147% => OK
No of words: 666.0 442.535393258 150% => Less content wanted.
Chars per words: 4.93693693694 5.05705443957 98% => OK
Fourth root words length: 5.08005667302 4.55969084622 111% => OK
Word Length SD: 2.76985641089 2.79657885939 99% => OK
Unique words: 273.0 215.323595506 127% => OK
Unique words percentage: 0.40990990991 0.4932671777 83% => More unique words wanted or less content wanted.
syllable_count: 1002.6 704.065955056 142% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 15.0 4.99550561798 300% => Less articles wanted as sentence beginning.
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 30.0 20.2370786517 148% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 35.5017370467 60.3974514979 59% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 109.6 118.986275619 92% => OK
Words per sentence: 22.2 23.4991977007 94% => OK
Discourse Markers: 5.16666666667 5.21951772744 99% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 13.0 5.13820224719 253% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.169501615392 0.243740707755 70% => OK
Sentence topic coherence: 0.0649297602851 0.0831039109588 78% => OK
Sentence topic coherence SD: 0.130679916777 0.0758088955206 172% => OK
Paragraph topic coherence: 0.13160770615 0.150359130593 88% => OK
Paragraph topic coherence SD: 0.118876204841 0.0667264976115 178% => OK
Essay readability:
automated_readability_index: 12.9 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 57.61 48.8420337079 118% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 11.37 12.1639044944 93% => OK
dale_chall_readability_score: 8.05 8.38706741573 96% => OK
difficult_words: 140.0 100.480337079 139% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Write the essay in 30 minutes.
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
---------------------
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.
Grammar and spelling errors:
Line 2, column 303, Rule ID: DOES_NP_VBZ[1]
Message: Did you mean 'be'?
Suggestion: be
... assignment on time and does a good job is likely to want to do a good job on the ...
^^
Line 4, column 80, Rule ID: TRY_AND[1]
Message: "Try and" is common in colloquial speech, but "'try to'" is recommended for writing.
Suggestion: try to
... child’s behavior, the teacher needs to try and identify the reason behind the behavior...
^^^^^^^
Line 4, column 627, Rule ID: SOME_OF_THE[1]
Message: Simply use 'some'.
Suggestion: some
... For instance, the teacher could remove some of the stimulating bulliten board displays to ...
^^^^^^^^^^^
Line 6, column 340, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a negative manner" with adverb for "negative"; eg, "in a hasty manner" with "hastily".
...ne the reason why the child is behaving in a negative manner. Perhaps the child’s parents are in the...
^^^^^^^^^^^^^^^^^^^^
Line 6, column 715, Rule ID: TRY_AND[1]
Message: "Try and" is common in colloquial speech, but "'try to'" is recommended for writing.
Suggestion: try to
...hat the teacher works with the child to try and identify it. Simply punnishing or ignor...
^^^^^^^
Transition Words or Phrases used:
but, conversely, however, if, likewise, may, so, still, then, well, whereas, apart from, for example, for instance, such as, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 37.0 19.5258426966 189% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 72.0 58.6224719101 123% => OK
Nominalization: 14.0 12.9106741573 108% => OK
Performance on vocabulary words:
No of characters: 3288.0 2235.4752809 147% => OK
No of words: 666.0 442.535393258 150% => Less content wanted.
Chars per words: 4.93693693694 5.05705443957 98% => OK
Fourth root words length: 5.08005667302 4.55969084622 111% => OK
Word Length SD: 2.76985641089 2.79657885939 99% => OK
Unique words: 273.0 215.323595506 127% => OK
Unique words percentage: 0.40990990991 0.4932671777 83% => More unique words wanted or less content wanted.
syllable_count: 1002.6 704.065955056 142% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 15.0 4.99550561798 300% => Less articles wanted as sentence beginning.
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 30.0 20.2370786517 148% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 35.5017370467 60.3974514979 59% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 109.6 118.986275619 92% => OK
Words per sentence: 22.2 23.4991977007 94% => OK
Discourse Markers: 5.16666666667 5.21951772744 99% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 13.0 5.13820224719 253% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.169501615392 0.243740707755 70% => OK
Sentence topic coherence: 0.0649297602851 0.0831039109588 78% => OK
Sentence topic coherence SD: 0.130679916777 0.0758088955206 172% => OK
Paragraph topic coherence: 0.13160770615 0.150359130593 88% => OK
Paragraph topic coherence SD: 0.118876204841 0.0667264976115 178% => OK
Essay readability:
automated_readability_index: 12.9 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 57.61 48.8420337079 118% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 11.37 12.1639044944 93% => OK
dale_chall_readability_score: 8.05 8.38706741573 96% => OK
difficult_words: 140.0 100.480337079 139% => OK
linsear_write_formula: 8.0 11.8971910112 67% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Write the essay in 30 minutes.
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
---------------------
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.