The best way to teach is to praise positive actions and ignore negative ones.
The efficacy of teaching lies in the manner in which a teacher responds to his student’s actions. Though, it is difficult to disregard some extreme actions of the students, which indeed needs to be condemned, ignoring an average will have a more positive impact. On the other hand, praising a student’s good work is always appreciable but not to the point that the student starts feeling complacent about his achievements. Concerning the above statement, I would partially agree with the prompt giving two reasons in support of it while one opposing it.
First of all, praising any student after he does a positive action is necessary because it creates a sense of optimism within the student. For example, after a competition, if the guide or mentor praises the efforts of all the students and not only the winner, other participants feel better since they acknowledge the fact that their efforts were not futile. Moreover, after such praises, students often pay reverence to their teachers making the bond between the two even stronger. This ensures that students will feel optimistic about the next competition and the teacher will be given proper attention since he is being given respect. His teaching efficacy will improve.
Also, in several cases ignoring the negative actions of students is prudent. In my case, I remember a teacher who used to criticize me even on the silliest of my mistakes. She used to scold me if I fail to solve any problem or attend any class late. Even if I did any of the mistakes inadvertently, she never missed a chance to criticize me. As a result, I always felt annoyed by her seemingly perverse behavior. I started neglecting her, trying to evade her lectures, and even when I had doubts, suppressed them lest she would criticize me again. From this one can conclude that, when not necessary, teachers should avoid the silly or pardonable actions done by the students.
But again one cannot entirely neglect the wrong actions or keep praising the positive actions all the time. Considering the same example explained in the previous paragraph, if a student comes to a class late on a habitual basis, it is obvious that he needs to be admonished. If a student is remiss in his studies to a high level, he needs to be addressed that this will do him no good. Not only this but praising students at every point may make them complacent. If they are always praised, they may become overconfident, bossy towards others. Moreover, this action of praising positive actions frequently may create a sense of unhealthy competition in the class where students will fight for attention. Hence in such cases, the prompt can be challenged.
Indeed one may argue that praising positive actions and ignoring the negative ones may entail certain negative consequences mentioned in the third paragraph, one needs to keep sure when to use apply the statement in the prompt and when to disregard it. Students need to be praised for big achievements or their participation in any event but not for the easied and silliest questions they answered correctly. Similarly, ceratin pardonable actions can be ignored, but serious and detrimental actions need to be addressed.
Grammar and spelling errors:
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...n support of it while one opposing it. First of all, praising any student after...
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Line 2, column 97, Rule ID: DOES_NP_VBZ[1]
Message: Did you mean 'be'?
Suggestion: be
...student after he does a positive action is necessary because it creates a sense of...
^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...t. His teaching efficacy will improve. Also, in several cases ignoring the nega...
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...rdonable actions done by the students. But again one cannot entirely neglect th...
^^^^^^^^^^^^^^^^^^^^^^^^^^^
Line 4, column 732, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
...here students will fight for attention. Hence in such cases, the prompt can be challe...
^^^^^
Line 5, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...h cases, the prompt can be challenged. Indeed one may argue that praising posit...
^^^^^^^^^^^^^^^^^^^^^^^^^
Line 5, column 26, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Indeed,
...e challenged. Indeed one may argue that praising positive ac...
^^^^^^
Line 5, column 546, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...trimental actions need to be addressed.
^^
Transition Words or Phrases used:
also, but, first, hence, if, may, moreover, similarly, so, third, while, for example, as a result, first of all, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 18.0 19.5258426966 92% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 55.0 33.0505617978 166% => Less pronouns wanted
Preposition: 62.0 58.6224719101 106% => OK
Nominalization: 9.0 12.9106741573 70% => OK
Performance on vocabulary words:
No of characters: 2659.0 2235.4752809 119% => OK
No of words: 536.0 442.535393258 121% => OK
Chars per words: 4.96082089552 5.05705443957 98% => OK
Fourth root words length: 4.81161862636 4.55969084622 106% => OK
Word Length SD: 2.74318387647 2.79657885939 98% => OK
Unique words: 270.0 215.323595506 125% => OK
Unique words percentage: 0.503731343284 0.4932671777 102% => OK
syllable_count: 828.9 704.065955056 118% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 2.0 4.99550561798 40% => OK
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 48.8460478497 60.3974514979 81% => OK
Chars per sentence: 102.269230769 118.986275619 86% => OK
Words per sentence: 20.6153846154 23.4991977007 88% => OK
Discourse Markers: 5.0 5.21951772744 96% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 8.0 7.80617977528 102% => 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: 0.0 4.83258426966 0% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.246159650208 0.243740707755 101% => OK
Sentence topic coherence: 0.0686742360921 0.0831039109588 83% => OK
Sentence topic coherence SD: 0.0889533009224 0.0758088955206 117% => OK
Paragraph topic coherence: 0.150197119574 0.150359130593 100% => OK
Paragraph topic coherence SD: 0.0702956644521 0.0667264976115 105% => OK
Essay readability:
automated_readability_index: 12.2 14.1392134831 86% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 11.49 12.1639044944 94% => OK
dale_chall_readability_score: 8.46 8.38706741573 101% => OK
difficult_words: 130.0 100.480337079 129% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
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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.