The best way to teach is to praise positive actions and ignore negative ones.
A teacher is a person who can give knowledge, skill or virtue. More informally, the role of a teacher can be taken by anyone, even by our responses to positive and negative actions. As learning is a blend of both positive and negative experiences, I believe that it is not possible to generalize the 'right' way of learning. So I believe that both, praising positive actions and throwing light on negative actions, are important ways of teaching.
Firstly, while positive experiences will definitely attract attention and feeling of fulfillment to the learner, reprimanding negative actions effectively can allow the learner to look back at what is going wrong and the learner can attempt at not making the same mistakes again. And while this might seem like an unquestioned universally accepted assumption, we see scientists and researchers use this technique to train computers using artificial intelligence. Here, the computer program is designed to learn from the wrong predictions it makes, rather than from what it does right. Perfection in learning in many cases is achieved when the learner has the ability to analyse their mistakes. As a teacher, they can drive their student to perfection by highlighting their shortcomings.
Additionally, although praise of a learner's positive action can grab more attention and give them a sense of fulfilment after the completion of a task, small appreciations during the process of learning can give them the confidence and boost to work more and put in more effort. Small surges of confidence can help learners to take up bigger challenges and push themselves to reach a state of perfection. Additionally, it signals the learner to perform such a task more frequently in public. This is very similar to how parents appreciate their toddler's acts of gratitude and kindness, which encourages them to practice it again and again.
Many might aver that just as how positive actions boost confidence, negative actions will undermine the confidence of learners. However, as per a common Buddhist saying, "when we are at our lowest point, we are open to the greatest amount of change". More specifically, if the amount of responses towards negative actions has gone far beyond the students ability to withstand it, they themselves will force their actions to change. Finally, after the learner has reached some level of improvement, they will be able to increase their confidence on their own.
This shows that while teaching, both negative and positive feedbacks are necessary, as they allow a learner to critically analyse their work. Eventually all forms of learning rely heavily on analysis of performance, which need the acknowledgement of both types of actions.
Grammar and spelling errors:
Line 3, column 708, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...to analyse their mistakes. As a teacher, they can drive their student to perfecti...
^^
Line 5, column 34, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a learner' or simply 'learners'?
Suggestion: a learner; learners
...gs. Additionally, although praise of a learners positive action can grab more attention...
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Line 7, column 1, Rule ID: MANY_NN_U[1]
Message: Possible agreement error. The noun might seems to be uncountable; consider using: 'much might', 'a good deal of might'.
Suggestion: Much might; A good deal of might
...them to practice it again and again. Many might aver that just as how positive actions ...
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Line 7, column 358, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...egative actions has gone far beyond the students ability to withstand it, they themselve...
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Line 9, column 176, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to rely'
Suggestion: to rely
... work. Eventually all forms of learning rely heavily on analysis of performance, whi...
^^^^
Transition Words or Phrases used:
finally, first, firstly, however, if, look, so, while, in many cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 9.0 11.3162921348 80% => More relative clauses wanted.
Pronoun: 38.0 33.0505617978 115% => OK
Preposition: 60.0 58.6224719101 102% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 2293.0 2235.4752809 103% => OK
No of words: 437.0 442.535393258 99% => OK
Chars per words: 5.2471395881 5.05705443957 104% => OK
Fourth root words length: 4.57214883401 4.55969084622 100% => OK
Word Length SD: 2.97073120422 2.79657885939 106% => OK
Unique words: 232.0 215.323595506 108% => OK
Unique words percentage: 0.530892448513 0.4932671777 108% => OK
syllable_count: 712.8 704.065955056 101% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 1.0 4.38483146067 23% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 54.2430153028 60.3974514979 90% => OK
Chars per sentence: 120.684210526 118.986275619 101% => OK
Words per sentence: 23.0 23.4991977007 98% => OK
Discourse Markers: 3.57894736842 5.21951772744 69% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 5.0 7.80617977528 64% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.178066243535 0.243740707755 73% => OK
Sentence topic coherence: 0.0607856909196 0.0831039109588 73% => OK
Sentence topic coherence SD: 0.0852628686786 0.0758088955206 112% => OK
Paragraph topic coherence: 0.110719331506 0.150359130593 74% => OK
Paragraph topic coherence SD: 0.0795069358426 0.0667264976115 119% => OK
Essay readability:
automated_readability_index: 14.8 14.1392134831 105% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 13.47 12.1639044944 111% => OK
dale_chall_readability_score: 8.86 8.38706741573 106% => OK
difficult_words: 113.0 100.480337079 112% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 70.83 out of 100
Scores by essay e-grader: 4.25 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.