Without no doubt, depending on each situation and student-teacher's relationship, some students would prefer to interrupt and correct a teacher or leader that say a mistake, right away, while other, may consider approach to the teacher, at the end of the class, or simply say nothing. As far as I concern, I firmly support the idea of correct the mistake, because a learning environment can not repress the opportunity of correct and learn. How to approach to the teacher or leader of a meeting, would depend of each situation.
First of all, it is important to analyse if the mistake or incorrect opinion emitted by the teacher or leader is really a mistake or incorrect. Clearly, students not always are aware of all the information necessary to judge an opinion when they are precisely learning. For instant, interrupt a class trying to correct a possible mistake from the teacher when really he or she was right, would end in a personal embarrassment for the student. Thus, it would be caution to wait and get the pertinent information before talk to the teacher.
Secondly, in case of being in a crowdy class with hundred of students, pointing out the mistake of a teacher or a leader that could embarrass him or her, could represent a conflict in the future relationship between student-teacher. For example, a very smart friend of mine played smart with a new teacher by asking hard questions till he induced him into a mistake. After pointing out this mistake that day, the teacher decided not to allow him to ask any question, for a long time during the classes. The relationship between them was broken. Considering this example, I believe that the best approach to discuss a possible mistake with a teacher is in a discreet way by talking with him or her at the end of the class.
Finally, say nothing would be a mistake itself. Moreover, in a education environment, like a class of any kind, the goal is to learn. Suppressing a question would be totally against the idea of learning, maximum if that question trend to correct a mistake. To illustrate this point, I remember the time during a math class that I had spotted a wrong answer in a problem solved by the teacher, in class. As I am a very shy person, I didn't say anything. Consequently, when the exam arrived, all the students answered the question of that particular problem in a wrong way and our scores suffered.
In summary, considering all the reasons exposed above, I indeed, believe that the best approach to correct a mistake said by the teacher or leader of a meeting would be by talking with him or her at the end of class or event.
Grammar and spelling errors:
Line 3, column 167, Rule ID: ADVERB_WORD_ORDER[4]
Message: The adverb 'always' is usually put after the verb 'are'.
Suggestion: are always
...ake or incorrect. Clearly, students not always are aware of all the information necessary ...
^^^^^^^^^^
Line 5, column 51, Rule ID: NODT_DOZEN[1]
Message: Use simply: 'a hundred'.
Suggestion: a hundred
...in case of being in a crowdy class with hundred of students, pointing out the mistake o...
^^^^^^^
Line 5, column 653, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a discreet way" with adverb for "discreet"; eg, "in a hasty manner" with "hastily".
...ss a possible mistake with a teacher is in a discreet way by talking with him or her at the end o...
^^^^^^^^^^^^^^^^^
Line 7, column 62, 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
...would be a mistake itself. Moreover, in a education environment, like a class of ...
^
Line 7, column 433, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
... in class. As I am a very shy person, I didnt say anything. Consequently, when the ex...
^^^^^
Line 7, column 556, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a wrong way" with adverb for "wrong"; eg, "in a hasty manner" with "hastily".
...the question of that particular problem in a wrong way and our scores suffered. In summary,...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
consequently, finally, first, if, may, moreover, really, second, secondly, so, thus, while, for example, in summary, no doubt, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 37.0 43.0788530466 86% => OK
Preposition: 75.0 52.1666666667 144% => OK
Nominalization: 13.0 8.0752688172 161% => OK
Performance on vocabulary words:
No of characters: 2165.0 1977.66487455 109% => OK
No of words: 460.0 407.700716846 113% => OK
Chars per words: 4.70652173913 4.8611393121 97% => OK
Fourth root words length: 4.6311565067 4.48103885553 103% => OK
Word Length SD: 2.80582957147 2.67179642975 105% => OK
Unique words: 211.0 212.727598566 99% => OK
Unique words percentage: 0.458695652174 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 663.3 618.680645161 107% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 9.59856630824 73% => OK
Interrogative: 2.0 0.994623655914 201% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 6.0 3.51792114695 171% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 11.0 4.94265232975 223% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 19.0 20.6003584229 92% => OK
Sentence length: 24.0 20.1344086022 119% => OK
Sentence length SD: 62.3935325862 48.9658058833 127% => OK
Chars per sentence: 113.947368421 100.406767564 113% => OK
Words per sentence: 24.2105263158 20.6045352989 118% => OK
Discourse Markers: 7.31578947368 5.45110844103 134% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 6.0 5.5376344086 108% => OK
Sentences with positive sentiment : 7.0 11.8709677419 59% => More positive sentences wanted.
Sentences with negative sentiment : 10.0 3.85842293907 259% => Less negative sentences wanted.
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: 0.19213098527 0.236089414692 81% => OK
Sentence topic coherence: 0.0632574999091 0.076458572812 83% => OK
Sentence topic coherence SD: 0.0570516919486 0.0737576698707 77% => OK
Paragraph topic coherence: 0.121471555321 0.150856017488 81% => OK
Paragraph topic coherence SD: 0.0482253867598 0.0645574589148 75% => OK
Essay readability:
automated_readability_index: 12.9 11.7677419355 110% => OK
flesch_reading_ease: 64.04 58.1214874552 110% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 10.33 10.9000537634 95% => OK
dale_chall_readability_score: 8.12 8.01818996416 101% => OK
difficult_words: 96.0 86.8835125448 110% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 11.6 10.0537634409 115% => OK
text_standard: 14.0 10.247311828 137% => OK
What are above readability scores?
---------------------
Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 Out of 30
---------------------
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.