The best way to teach is to praise positive actions and ignore negative ones | TOEFL IELTS GMAT GRE SAT ACT PTE ESL

Essay topics:

The best way to teach is to praise positive actions and ignore negative ones

Teaching is an art which is unique in its own way. To make someone understand what you understand in an efficient manner is not everyone can do. There are many best ways of teaching depending upon various aspects like the student who is learning, the subject which is been taught, the teacher who is teaching and more. The recommendation states that the best way to teach is to praise positive actions and ignore negative ones. Well it is quite a good way of teaching someone being so positive. Before the recommendation can be properly evaluated here are 2 scenario which supports the provided suggestion.
To make a mind to learn something is the first step which the learner takes. Now there is a role of teacher which comes in part. There are two types of students one who wants to learn and the other who doesn’t want to; in both cases it’s a duty of teacher to make the student learn in such a way that the student finally gets the knowledge which is been delivered. While learning if a student is praised for the positive actions it somehow generates confidence in a student that he/she is doing right and can achieve more accuracy in the same. To support the previous sentence here is an example. When a kid starts to learn ABCD or 1234 or poems the parents make them to revise or ask them to say in front of their family/friends. While doing so when the kid starts with what he/she has learned everybody cheers them up; the question is why so? It is because the kid is learning, a point comes where he/she goes wrong but nobody tries to get him/her down infact they correct them and ignore the mistake and concentrates on the positive outcomes of the kid. This further make the kid more confident and makes him/her to learn with more accuracy. The suggestion as it stands now has merits as it is an effective way of teaching.
Further, what makes a student to learn and gather more knowledge? Itt is the support which is provided and the sense that he/she can learn and improve though mistakes are been done. Not every student has good grasping power or has an ability to learn without an error. For instance, when a student does the mistake and if every time the mistakes are been taken into consideration to show he/she is going wrong, will create an negative impact on student. This is beacause he/she might feel that they cant do better than that. This will lead to reduce the willing to put efforts to gain the accuracy, On the other hand if the same student is been applauded with its positive outcomes and later made understand how he/she can work on negative one then there are possibility of student to take efforts to improve.
On the contrary some students might have different approach of learning. If a student is shown where he/she goes wrong that student might want to put more efforts into learning this completely is opposite of the given recommendation. But if the student is always shown the negative results there are possibility that it might turn into negative impact that student might lose hope and wont put further more efforts at all. To conclude this, there are many approaches to make learn but take student into confidence that he/she can improve and achieve more accuracy is the best way.

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Essay evaluations by e-grader

Grammar and spelling errors:
Line 1, column 68, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'someone' must be used with a third-person verb: 'understands'.
Suggestion: understands
... unique in its own way. To make someone understand what you understand in an efficient man...
^^^^^^^^^^
Line 1, column 99, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an efficient manner" with adverb for "efficient"; eg, "in a hasty manner" with "hastily".
... someone understand what you understand in an efficient manner is not everyone can do. There are many ...
^^^^^^^^^^^^^^^^^^^^^^
Line 1, column 477, Rule ID: HE_VERB_AGR[1]
Message: The pronoun 'someone' must be used with a third-person verb: 'is'.
Suggestion: is
...is quite a good way of teaching someone being so positive. Before the recommendation ...
^^^^^
Line 1, column 559, Rule ID: CD_NN[1]
Message: Possible agreement error. The noun 'scenario' seems to be countable, so consider using: 'scenarios'.
Suggestion: scenarios
...on can be properly evaluated here are 2 scenario which supports the provided suggestion....
^^^^^^^^
Line 2, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...hich supports the provided suggestion. To make a mind to learn something is the...
^^^^^^^^^^^
Line 3, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...as it is an effective way of teaching. Further, what makes a student to learn a...
^^^^^^^^^^^^
Line 3, column 435, Rule ID: EN_A_VS_AN
Message: Use 'a' instead of 'an' if the following word doesn't start with a vowel sound, e.g. 'a sentence', 'a university'
Suggestion: a
...show he/she is going wrong, will create an negative impact on student. This is bea...
^^
Line 3, column 511, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...is beacause he/she might feel that they cant do better than that. This will lead to ...
^^^^
Line 4, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...f student to take efforts to improve. On the contrary some students might have...
^^^^^^^^^^^^^^^
Line 4, column 89, Rule ID: SENTENCE_FRAGMENT[1]
Message: “If” 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.
...ht have different approach of learning. If a student is shown where he/she goes wr...
^^

Transition Words or Phrases used:
but, finally, first, if, so, then, well, while, for instance, on the contrary, on the other hand

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 42.0 19.5258426966 215% => Less to be verbs wanted.
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 26.0 11.3162921348 230% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 54.0 33.0505617978 163% => Less pronouns wanted
Preposition: 63.0 58.6224719101 107% => OK
Nominalization: 11.0 12.9106741573 85% => OK

Performance on vocabulary words:
No of characters: 2662.0 2235.4752809 119% => OK
No of words: 575.0 442.535393258 130% => OK
Chars per words: 4.62956521739 5.05705443957 92% => OK
Fourth root words length: 4.89685180668 4.55969084622 107% => OK
Word Length SD: 2.42954965605 2.79657885939 87% => OK
Unique words: 250.0 215.323595506 116% => OK
Unique words percentage: 0.434782608696 0.4932671777 88% => More unique words wanted or less content wanted.
syllable_count: 837.9 704.065955056 119% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 8.0 4.38483146067 182% => OK

Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 61.6641145055 60.3974514979 102% => OK
Chars per sentence: 102.384615385 118.986275619 86% => OK
Words per sentence: 22.1153846154 23.4991977007 94% => OK
Discourse Markers: 3.69230769231 5.21951772744 71% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 10.0 7.80617977528 128% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 5.0 5.13820224719 97% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.19302856716 0.243740707755 79% => OK
Sentence topic coherence: 0.0648634520047 0.0831039109588 78% => OK
Sentence topic coherence SD: 0.132871928043 0.0758088955206 175% => OK
Paragraph topic coherence: 0.141491480989 0.150359130593 94% => OK
Paragraph topic coherence SD: 0.125888652832 0.0667264976115 189% => OK

Essay readability:
automated_readability_index: 11.4 14.1392134831 81% => Automated_readability_index is low.
flesch_reading_ease: 57.61 48.8420337079 118% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 9.57 12.1639044944 79% => OK
dale_chall_readability_score: 7.06 8.38706741573 84% => OK
difficult_words: 85.0 100.480337079 85% => More difficult words wanted.
linsear_write_formula: 8.0 11.8971910112 67% => 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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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:

para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.

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.

Essay evaluations by e-grader

Transition Words or Phrases used:
but, finally, first, if, so, then, well, while, for instance, on the contrary, on the other hand

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this: