The best way to teach is to praise positive actions and ignore negative ones
Every child’s first school is his home, and his parents are his first teachers.
Whether a child is raised by one or both parents, step parents,
grandparents, or foster parents, the child observes and, in most cases,
imitates the behaviors of those adults. This imitation is so important that
parents often say to their children, “Do as I say, not what I do" when they
fear that they may be setting a bad example. A young child's undeveloped
brain cannot rely on observation alone to understand how to behave; he or
she will make mistakes and act inappropriately from time to time.
Occasionally, children need to be corrected.
Children will move on to more formal education around the age of five.
Teachers will act in loco parentis, in the place of their parents. Some
children enter school with an innate understanding of how to act in this
new environment; others will struggle. Teachers have the best interests of
their young charges in mind at all times but understand that some children
need more direction than others. Ignoring negative actions can actually be
dangerous. Running around a classroom, a child can trip and fall or run
into a desk, a chair, or another student. Should the teacher be expected to
wait until the child tires of running and praise him or her for stopping?
These children will eventually enter the halls of high school where the
potential for danger increases tremendously. Chemistry class, alone, has
equipment and materials that have the potential to seriously injure those
who handle them incorrectly. The teacher who ignores dangerous actions
performed by students in this situation should probably be fired.
Additionally, there are classes where children may use stoves, irons,
pneumatic wrenches, or table saws. For their safety, students must be told
when they are using those tools improperly.
Even in classes that are seemingly danger free, accidents can happen. In an
otherwise tame English class, students throw pens across the room. These
projectiles can end up in another student's eye. Let's not overlook the
compasses that students use in math class. Any number of injuries can
result from the sharp tip on that instrument.
Teaching continues after children have finished their educations.
Employers are not likely to overlook negative actions in the workplace.
The bottom line depends on everyone performing his or her job correctly.
Children whose negative actions have been ignored throughout their lives
will be in for a rude awakening after they leave the safe haven of home
and school. Ignoring negative actions may, in the end, be setting children
up for future failure.
Grammar and spelling errors:
Line 11, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Fear
... I say, not what I do' when they fear that they may be setting a bad example....
^^^^
Line 15, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: She
...ne to understand how to behave; he or she will make mistakes and act inappropriat...
^^^
Line 25, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: New
...e understanding of how to act in this new environment; others will struggle. Teac...
^^^
Line 29, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Need
...mes but understand that some children need more direction than others. Ignoring ne...
^^^^
Line 31, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Dangerous
...ring negative actions can actually be dangerous. Running around a classroom, a child ca...
^^^^^^^^^
Line 33, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Into
...oom, a child can trip and fall or run into a desk, a chair, or another student. Sh...
^^^^
Line 35, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Wait
...nt. Should the teacher be expected to wait until the child tires of running and pr...
^^^^
Line 39, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Potential
...er the halls of high school where the potential for danger increases tremendously. Chem...
^^^^^^^^^
Line 43, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Who
...e potential to seriously injure those who handle them incorrectly. The teacher wh...
^^^
Line 43, column 1, Rule ID: SENTENCE_FRAGMENT[1]
Message: “who” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...e potential to seriously injure those who handle them incorrectly. The teacher wh...
^^^
Line 45, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Performed
...teacher who ignores dangerous actions performed by students in this situation should pr...
^^^^^^^^^
Line 51, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: When
...r their safety, students must be told when they are using those tools improperly. ...
^^^^
Line 51, column 1, Rule ID: SENTENCE_FRAGMENT[1]
Message: “when” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...r their safety, students must be told when they are using those tools improperly. ...
^^^^
Line 55, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Otherwise
...ger free, accidents can happen. In an otherwise tame English class, students throw pens...
^^^^^^^^^
Line 55, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: otherwise,
...ger free, accidents can happen. In an otherwise tame English class, students throw pens...
^^^^^^^^^
Line 57, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Projectiles
...nts throw pens across the room. These projectiles can end up in another students eye. Let...
^^^^^^^^^^^
Line 57, column 49, Rule ID: LETS_LET[1]
Message: Did you mean 'Let's'?
Suggestion: Let's
...les can end up in another students eye. Lets not overlook the compasses that stude...
^^^^
Line 59, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Compasses
...r students eye. Lets not overlook the compasses that students use in math class. Any nu...
^^^^^^^^^
Line 61, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Result
...ath class. Any number of injuries can result from the sharp tip on that instrument. ...
^^^^^^
Line 71, column 54, Rule ID: SAFE_HAVEN[1]
Message: Use simply 'haven'.
Suggestion: haven
...r a rude awakening after they leave the safe haven of home and school. Ignoring negative...
^^^^^^^^^^
Line 73, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: And
...ter they leave the safe haven of home and school. Ignoring negative actions may, ...
^^^
Line 75, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: Up
... may, in the end, be setting children up for future failure.
^^
Transition Words or Phrases used:
actually, but, first, look, may, so, in most cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 37.0 33.0505617978 112% => OK
Preposition: 52.0 58.6224719101 89% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2316.0 2235.4752809 104% => OK
No of words: 432.0 442.535393258 98% => OK
Chars per words: 5.36111111111 5.05705443957 106% => OK
Fourth root words length: 4.55901411391 4.55969084622 100% => OK
Word Length SD: 2.70472516061 2.79657885939 97% => OK
Unique words: 249.0 215.323595506 116% => OK
Unique words percentage: 0.576388888889 0.4932671777 117% => OK
syllable_count: 672.3 704.065955056 95% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 27.0 20.2370786517 133% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.582532278 60.3974514979 64% => OK
Chars per sentence: 85.7777777778 118.986275619 72% => OK
Words per sentence: 16.0 23.4991977007 68% => OK
Discourse Markers: 1.85185185185 5.21951772744 35% => More transition words/phrases wanted.
Paragraphs: 38.0 4.97078651685 764% => Less paragraphs wanted.
Language errors: 22.0 7.80617977528 282% => Less language errors wanted.
Sentences with positive sentiment : 4.0 10.2758426966 39% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
Sentences with neutral sentiment: 12.0 4.83258426966 248% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.124288363808 0.243740707755 51% => OK
Sentence topic coherence: 0.0361413779224 0.0831039109588 43% => OK
Sentence topic coherence SD: 0.0637061898432 0.0758088955206 84% => OK
Paragraph topic coherence: 0.0284092513599 0.150359130593 19% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0586177002982 0.0667264976115 88% => OK
Essay readability:
automated_readability_index: 11.8 14.1392134831 83% => Automated_readability_index is low.
flesch_reading_ease: 55.24 48.8420337079 113% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 13.51 12.1639044944 111% => OK
dale_chall_readability_score: 8.3 8.38706741573 99% => OK
difficult_words: 106.0 100.480337079 105% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
---------------------
Maximum six paragraphs wanted.
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.