The issue whether students should be praised for positive actions and ignored for negative actions, is a contentious one. I believe teachers should give students proper credit when they do something good and skip students' minor errors. Because if students are praised for their accomplishments then they will be more interested to do better. Furthermore, if teacher always scold students for minor wrongdoings then they will be frustrated and lose confidence.
First, if students are given proper credit for their accomplishment then they will become more enthusiastic. For example, suppose a student is good at mathematics and always gets good grades in mathematics. If teacher gives him some credit and praise that student, then he or she will become more interested in math. Again, when some student helps an old person, or clean school floor and if teachers laud them for that then other students will be motivated to help people or clean surroundings. So, praising for good task is important for motivation toward doing good things.
Likewise, if teacher start to chide student for their every minor error then students will start to lose their confidence and will eventually become a weak minded person. For example, suppose a student is weak in English grammar. If teacher starts to reprimand him or her for every silly grammatical mistake they do, then the student will be frustrated and lose interest in grammar. So, teachers should neglect student’s minor errors.
On the other hand, some people believe that praising constantly will make students over confident. But this is not true. Because teachers are lauding students for something they have already accomplished. It would make them over confident if they get the praise for something they have not done. For example, if we praise a student for getting only 20% mark in history then he or she can think history is too easy and become over confident. But if someone who gets 90% in history should be given proper credit and it will not make him too proud to stop studying history.
In conclusion, even though there are some adverse effects of praising for good actions and ignoring bad ones, teacher can avoid these negative effects by properly judging whom should be credited and how much and whom should be discredited. By doing so teacher can lead a student toward a better future and help them become better human being.
Grammar and spelling errors:
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...sed for positive actions and ignored for negative actions is a contentious one. I...
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... I believe teachers should give students proper credit when they do something goo...
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...tudent is good at mathematics and always gets good grades in mathematics. If teac...
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...er gives him some credit and praise that studnet then he or she will become more ...
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...rested in math. Again, when some student help a old person, or clean school floor...
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...n math. Again, when some student help a old person, or clean school floor and i...
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...ntually become a weak minded person. For example, suppose a student is weak in en...
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...t praising constantly will make students over confident. But this is not true. Be...
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...ecause teachers are lauding students for something they have already accomplished...
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...ple, if we praise a student for getting only 20% mark in history then he or she ...
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...effects of praising for good actions and ignoring bad ones, teacher can avoid the...
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...ese negative effects by properly judging whom shoud be credited and how much and ...
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Transition Words or Phrases used:
but, first, furthermore, if, likewise, so, then, thus, for example, in conclusion, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 19.5258426966 97% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 21.0 14.8657303371 141% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 23.0 58.6224719101 39% => More preposition wanted.
Nominalization: 4.0 12.9106741573 31% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2046.0 2235.4752809 92% => OK
No of words: 396.0 442.535393258 89% => More content wanted.
Chars per words: 5.16666666667 5.05705443957 102% => OK
Fourth root words length: 4.46091344257 4.55969084622 98% => OK
Word Length SD: 2.57120810342 2.79657885939 92% => OK
Unique words: 180.0 215.323595506 84% => More unique words wanted.
Unique words percentage: 0.454545454545 0.4932671777 92% => More unique words wanted or less content wanted.
syllable_count: 597.6 704.065955056 85% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 46.4723359057 60.3974514979 77% => OK
Chars per sentence: 97.4285714286 118.986275619 82% => OK
Words per sentence: 18.8571428571 23.4991977007 80% => OK
Discourse Markers: 4.7619047619 5.21951772744 91% => OK
Paragraphs: 29.0 4.97078651685 583% => Less paragraphs wanted.
Language errors: 12.0 7.80617977528 154% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
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: 0.0883109656177 0.243740707755 36% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.0354957969558 0.0831039109588 43% => OK
Sentence topic coherence SD: 0.0719745660934 0.0758088955206 95% => OK
Paragraph topic coherence: 0.0335296582843 0.150359130593 22% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0601500850745 0.0667264976115 90% => OK
Essay readability:
automated_readability_index: 12.4 14.1392134831 88% => 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: 12.71 12.1639044944 104% => OK
dale_chall_readability_score: 7.28 8.38706741573 87% => OK
difficult_words: 69.0 100.480337079 69% => More difficult words wanted.
linsear_write_formula: 8.0 11.8971910112 67% => 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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Maximum six paragraphs wanted.
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.