There has long been a pedagogical debate concerning the most effective way to promote desirable student behavior and discourage undesirable behavior. Positive reinforcement is the most effective strategy to create a classroom where everyone each student feels empowered to be a successful learner. This approach is more beneficial than punishing negative actions both for the individual student acting out, and the class as a whole.
By ignoring negative behavior, the teacher sends a signal that such disruptions do not warrant a reaction. When students behave poorly in the classroom setting, they are often seeking to get the attention of the teacher and/or their classmates. Refusing to acknowledge that behavior therefore deprives the student of the reward they were seeking, encouraging them to find alternative means of getting attention. If the teacher consistently praises good behavior, the student will quickly learn instead to adopt those modes of conducting themself. Furthermore, if a student who does not see themselves as "good at math," for example, starts receiving positive reinforcement when the perform well and their negative performance is ignored, they may begin to construe a new identity for themselves as a competent math student.
This approach is not only addresses the root cause of the problem for the individual seeking attention, but also benefits the entire class. When negative behavior receives negative attention, no student can learn during that period in which the power struggle and resulting discipline is carried out. If the teacher instead ignores the bad behavior, they prevent the disruption from taking place. The result is an atmosphere not only free of disruptions, but where students are collectively motivated to act positively.
The more conventional approach to classroom management relies on the assumption that in order to deter poor behavior, the teacher must directly punish that behavior. While that may seem logical in theory, it is rarely effective in practice. Traditional punishments are often completely unrelated to the behavior itself. For example, if a student interrupts the teacher inappropriately, they are often sent to the principal's office. The message conveyed is that if a student disrupts the class, they will be relieved of the obligation of having to participate in the class, which may in fact be seen as a reward by that student. If that action is ignored but the student is praised for making a positive contribution, such as answering a question posed to the class, they learn to directly connect positive behavior with positive attention.
In conclusion, relying on positive reinforcement alone can result in improved behavioral outcomes and learning opportunities for both the struggling student and the class as a whole. This strategy of classroom management is supremely effective because it saves the teacher the time of disciplining students and frees up that energy for them to focus on conveying the subject matter content.
Essay evaluation report
where everyone each student feels empowered to be a successful learner.
where each student feels empowered to be a successful learner.
when the perform well
when they perform well
This approach is not only addresses the root cause of the problem for the individual seeking attention, but also benefits the entire class.
This approach not only addresses the root cause of the problem for the individual seeking attention, but also benefits the entire class.
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argument 1 -- OK
argument 2 -- OK
argument 3 -- OK
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Attribute Value Ideal
Final score: 4.5 out of 6
Category: Good Excellent
No. of Grammatical Errors: 3 2
No. of Spelling Errors: 0 2
No. of Sentences: 20 15
No. of Words: 470 350
No. of Characters: 2495 1500
No. of Different Words: 233 200
Fourth Root of Number of Words: 4.656 4.7
Average Word Length: 5.309 4.6
Word Length SD: 2.917 2.4
No. of Words greater than 5 chars: 199 100
No. of Words greater than 6 chars: 173 80
No. of Words greater than 7 chars: 123 40
No. of Words greater than 8 chars: 72 20
Use of Passive Voice (%): 0 0
Avg. Sentence Length: 23.5 21.0
Sentence Length SD: 8.096 7.5
Use of Discourse Markers (%): 0.55 0.12
Sentence-Text Coherence: 0.317 0.35
Sentence-Para Coherence: 0.524 0.50
Sentence-Sentence Coherence: 0.087 0.07
Number of Paragraphs: 5 5
Grammar and spelling errors:
Line 3, column 623, Rule ID: COMMA_PARENTHESIS_WHITESPACE
Message: Put a space after the comma
Suggestion: , &apos
...not see themselves as 'good at math,' for example, starts receiving positive...
^^^^^^
Line 3, column 689, Rule ID: A_INFINITVE[1]
Message: Probably a wrong construction: a/the + infinitive
...s receiving positive reinforcement when the perform well and their negative performance is ...
^^^^^^^^^^^
Line 7, column 414, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'principals'' or 'principal's'?
Suggestion: principals'; principal's
...propriately, they are often sent to the principals office. The message conveyed is that if...
^^^^^^^^^^
Transition Words or Phrases used:
also, but, furthermore, if, may, so, therefore, well, while, for example, in conclusion, in fact, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 19.5258426966 102% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 12.0 14.8657303371 81% => OK
Relative clauses : 18.0 11.3162921348 159% => OK
Pronoun: 30.0 33.0505617978 91% => OK
Preposition: 49.0 58.6224719101 84% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 2567.0 2235.4752809 115% => OK
No of words: 469.0 442.535393258 106% => OK
Chars per words: 5.47334754797 5.05705443957 108% => OK
Fourth root words length: 4.65364457471 4.55969084622 102% => OK
Word Length SD: 3.00719341011 2.79657885939 108% => OK
Unique words: 239.0 215.323595506 111% => OK
Unique words percentage: 0.509594882729 0.4932671777 103% => OK
syllable_count: 798.3 704.065955056 113% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 49.0580268662 60.3974514979 81% => OK
Chars per sentence: 128.35 118.986275619 108% => OK
Words per sentence: 23.45 23.4991977007 100% => OK
Discourse Markers: 5.25 5.21951772744 101% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
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: 0.12017935763 0.243740707755 49% => OK
Sentence topic coherence: 0.0404503514409 0.0831039109588 49% => OK
Sentence topic coherence SD: 0.0581462800678 0.0758088955206 77% => OK
Paragraph topic coherence: 0.0742260621652 0.150359130593 49% => OK
Paragraph topic coherence SD: 0.0273021885726 0.0667264976115 41% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 16.1 14.1392134831 114% => OK
flesch_reading_ease: 39.67 48.8420337079 81% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.4 12.1743820225 110% => OK
coleman_liau_index: 14.74 12.1639044944 121% => OK
dale_chall_readability_score: 9.15 8.38706741573 109% => OK
difficult_words: 130.0 100.480337079 129% => 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: 79.17 out of 100
Scores by essay e-grader: 4.75 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.