The best way to teach is to praise positive actions and ignore negative ones.
Some people believe that the best teaching strategy is ignoring inadequate behaviors, while praising the adequate ones. The ignoring strategy, however, assumes that children exhibit negative behaviors only because they crave adults’ attention, which might often not be the case. That is why, even though I fully agree that we should reward positive behaviors, I do not believe that ignoring negative ones is the best teaching strategy. To behave better in the future, children need to understand their mistakes and learn effective coping strategies that will help them handle their emotions.
When the teacher notices the child exhibiting inadequate behavior, the teacher should react immediately and explain why the given behavior is wrong. For example, if the student is caught calling other students names, the teacher should explain to him or her that words can be very harmful to other children and might elicit emotional distress. Then, the child is more likely to understand why calling names is wrong and should not be done in the future. If the teacher ignores this behavior, the child will probably repeat it in the future because he or she will not fathom how harmful their actions are.
Besides explaining why certain behavior is wrong, the teacher should also attempt to understand children’s motives. If certain behaviors come unnoticed, it might occur that some more serious problems are also neglected. For example, when a child is caught stealing, it might be because he is abused by his parents or their needs are not met because of the possibly bad family’s financial situation. In such an instance, ignoring the behavior not only does not benefit the individual whose things are being stolen, but it also does not help the wrong doer himself. The teachers’ duty is to take care of all their students and react whenever support is needed.
Even though, ignoring bad behavior might have terrible consequences, praising positive ones constitutes a good teaching strategy. The teacher should not only praise the student, but also explain to them why their actions were appropriate. Just like in case of bad deeds, understanding the action is key to effective learning. A good example would be a child who does not cheat on the exam even though they have an opportunity to do so. The teacher should let the child know that what they did is applaudable because they followed the established rules and behaved fair towards their peers. Then, the student will not only become more confident about his decisions, but he will also understand why repeating this behavior in the future is advantageous.
Ignoring negative behavior is not a good teaching strategy because it does not give the child opportunity to fathom his actions and motives. It also does not teach him coping strategies which is an essential skill for emotion control. At the same time, praising positive behaviors along with explaining their worthiness makes children feel good about themselves and encourages this type of positive behaviors in the future.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-11-28 | nha1806 | view | |
| 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 |
Transition Words or Phrases used:
also, besides, but, however, if, so, then, while, for example
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 14.0 14.8657303371 94% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 47.0 33.0505617978 142% => Less pronouns wanted
Preposition: 30.0 58.6224719101 51% => More preposition wanted.
Nominalization: 4.0 12.9106741573 31% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2563.0 2235.4752809 115% => OK
No of words: 495.0 442.535393258 112% => OK
Chars per words: 5.17777777778 5.05705443957 102% => OK
Fourth root words length: 4.71684168287 4.55969084622 103% => OK
Word Length SD: 2.58515615459 2.79657885939 92% => OK
Unique words: 229.0 215.323595506 106% => OK
Unique words percentage: 0.462626262626 0.4932671777 94% => More unique words wanted or less content wanted.
syllable_count: 783.0 704.065955056 111% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 11.0 4.99550561798 220% => Less articles wanted as sentence beginning.
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 31.1472111164 60.3974514979 52% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 116.5 118.986275619 98% => OK
Words per sentence: 22.5 23.4991977007 96% => OK
Discourse Markers: 2.77272727273 5.21951772744 53% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
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: 0.203960459078 0.243740707755 84% => OK
Sentence topic coherence: 0.0704229685725 0.0831039109588 85% => OK
Sentence topic coherence SD: 0.0966960499031 0.0758088955206 128% => OK
Paragraph topic coherence: 0.138567597659 0.150359130593 92% => OK
Paragraph topic coherence SD: 0.103560849739 0.0667264976115 155% => OK
Essay readability:
automated_readability_index: 14.2 14.1392134831 100% => OK
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: 13.06 12.1639044944 107% => OK
dale_chall_readability_score: 7.85 8.38706741573 94% => OK
difficult_words: 98.0 100.480337079 98% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => 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.