The best way to teach is to praise positive actions and ignore negative ones.
There is no lack of encouragement when adults interact with children. From taking their first steps to getting top grades in class, children are rewarded with compliments for good behavior. Naughty behavior, on the other hand, is treated with different actions by parents and teachers alike. Some would argue that it is best to ignore negative actions instead of facing them, for that is enough to restrict bad behavior. However, I do not believe that this is the ideal way to teach people right and wrong. While giving praise can reinforce good actions, ignoring negative ones will not help people improve, whether it be children or adults.
Those who support ignoring negative actions assume that this would be enough to deter bad behavior. It's true that children often throw tantrums on purpose in order to catch parents' attention. Perhaps we have all seen cases in which a child is unwilling to leave the playground, leaving the parents with no choice but to pretend to go home without them. In this specific example, ignoring a child seems to work. Another way to teach people a lesson is by giving “the cold shoulder," a retaliation most often appearing in interactions between close family members or friends. Complete disregard of the other person would most often make one eager to break the ice, and perhaps lead to reconciliation.
However, such examples are not applicable on every occasion. The biggest problem with ignoring errors is that the one committing them would not understand what they did wrong, or even notice that they did anything wrong at all. This can be easily seen during language learning, as students try to imitate the unfamiliar phonemes and intonations of another language. If teachers refuse to correct students while they are practicing speaking, it would be difficult for the students themselves to notice their mistakes. Same can be said not only for obtaining new knowledge but also for morals. If children who refuse to share or play nicely with classmates are ignored, they would have a hard time understanding the reason without the teacher pointing it out for them.
In fact, to be ignored could even exacerbate negative actions, as people are given what they could themselves interpret as silent approval and free reign to act however they wish. Take bullying, for instance. Turning a blind eye to bullies will not likely stop their name-calling, harassment, and threats. Instead, they can become more brazen and reckless in their mindless torture of their peers. In such cases, it might be possible for others to feign ignorance in the face of the bullies’ monstrosities; however, for the victims themselves, there is no running away. For victims of bullying, ignoring bullies was not, and never will be an option. Troubles find them, not the other way around.
Though some negative actions can be stopped by purposefully ignoring the actions themselves, this is not applicable in every situation. To teach is to help people differentiate right and wrong, and that can only be done by telling them what they can do better. Bad behavior cannot be dismissed by waiting things out. If you choose to stay on the sidelines, you will neve have the power to change the game.
Grammar and spelling errors:
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Suggestion:
...rove, whether it be children or adults. Those who support ignoring negative acti...
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...y to teach people a lesson is by giving “the cold shoulder,' a retaliation m...
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...a lesson is by giving “the cold shoulder,' a retaliation most often appearing in ...
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...e, and perhaps lead to reconciliation. However, such examples are not applicabl...
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... the teacher pointing it out for them. In fact, to be ignored could even exacer...
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Line 7, column 144, Rule ID: FREE_REIGN[1]
Message: Did you mean 'free rein'?
Suggestion: free rein
...selves interpret as silent approval and free reign to act however they wish. Take bullying...
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Transition Words or Phrases used:
also, but, first, however, if, so, while, for instance, in fact, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 28.0 19.5258426966 143% => OK
Auxiliary verbs: 21.0 12.4196629213 169% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 47.0 33.0505617978 142% => Less pronouns wanted
Preposition: 66.0 58.6224719101 113% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2700.0 2235.4752809 121% => OK
No of words: 537.0 442.535393258 121% => OK
Chars per words: 5.02793296089 5.05705443957 99% => OK
Fourth root words length: 4.81386128306 4.55969084622 106% => OK
Word Length SD: 2.62525452884 2.79657885939 94% => OK
Unique words: 283.0 215.323595506 131% => OK
Unique words percentage: 0.527001862197 0.4932671777 107% => OK
syllable_count: 813.6 704.065955056 116% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 7.0 4.38483146067 160% => OK
Performance on sentences:
How many sentences: 29.0 20.2370786517 143% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 42.2308924351 60.3974514979 70% => OK
Chars per sentence: 93.1034482759 118.986275619 78% => OK
Words per sentence: 18.5172413793 23.4991977007 79% => OK
Discourse Markers: 2.8275862069 5.21951772744 54% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 6.0 7.80617977528 77% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 16.0 5.13820224719 311% => Less negative sentences wanted.
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.202486044148 0.243740707755 83% => OK
Sentence topic coherence: 0.0506748806573 0.0831039109588 61% => OK
Sentence topic coherence SD: 0.0648186381208 0.0758088955206 86% => OK
Paragraph topic coherence: 0.123508204888 0.150359130593 82% => OK
Paragraph topic coherence SD: 0.0731957516637 0.0667264976115 110% => OK
Essay readability:
automated_readability_index: 11.5 14.1392134831 81% => Automated_readability_index is low.
flesch_reading_ease: 61.67 48.8420337079 126% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.1 12.1743820225 75% => OK
coleman_liau_index: 11.89 12.1639044944 98% => OK
dale_chall_readability_score: 7.82 8.38706741573 93% => OK
difficult_words: 112.0 100.480337079 111% => OK
linsear_write_formula: 7.5 11.8971910112 63% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 8.0 11.7820224719 68% => The average readability is low. Need to imporve the language.
What are above readability scores?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.