The best way of teaching has long been a controversial issue, since it can be examined from both positive and negative aspects. Teachers are able to help students establish their confidence by praising their good performance, while they can also teach students by pointing out their faults. However, in the statement, the writer claims that negative actions made by students have to be ignored, and that teachers should only focus on student’s positive behavior. As a result, I strongly disagree with the statements for several reasons.
Admittedly, praising students for their good actions can not only make them feel confident, but also encourage them to do more right things. Suppose a student is praised by the teacher for his excellent class presentation, he might think that it is worth to prepare his presentation before class and give an even better performance next time. However, for those overconfident students, they might become arrogant and incapable of perceiving their faults if all the negative actions are ignored. Without indicating their mistakes but merely accolade what they have done well, students might easily misconstrue their 80 percentage comprehension as a hundred percent. Such ignorance will exacerbate as they learn more and more by this way, causing severe damage and incompletion to their knowledge and behavior. Hence, negative actions should not be neglected.
Though the importance of discerning mistakes and correcting them is undoubtable, in some cases, it is more beneficial to ignore some negative actions, especially for students who are extremely diffident, and those special students with natural diseases. These students are already lacking of confidence and even having a sense of self-abasement, and surely they might have worse performance than the others. If all of the comments they received judging their actions are negative, it only makes the matter worse. Instead of blaming them for their disadvantages, praising them for making improvements appears to be more appropriate. After all, what they need the most is a sense of achievement.
Finally, there is no absolutely best way of education, it varies with individuals. Teachers need to have a sense for the type of their students and provide appropriate learning method accordingly. Since students have different learning abilities and tendency, differentiated teaching might be the best way to teach. Praising positive actions is only one of the multitude methods that is only suitable to those students who are humble and perceivable to their disadvantages.
In conclusion, the best way to teach can't be defined by a certain method. Since every individual is unique and different, the best way to learn differs drastically. In addition, praising positive actions and correcting negative actions are not antithetical, in fact, the combination of both methods can be much more beneficial than separating them. Hence, the statement is not acceptable.
Grammar and spelling errors:
Line 5, column 412, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
...e worse performance than the others. If all of the comments they received judging their ac...
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Line 7, column 22, Rule ID: THE_SUPERLATIVE[4]
Message: A determiner is probably missing here: 'absolutely the best'.
Suggestion: absolutely the best
...of achievement. Finally, there is no absolutely best way of education, it varies with indivi...
^^^^^^^^^^^^^^^
Line 9, column 38, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
... In conclusion, the best way to teach cant be defined by a certain method. Since e...
^^^^
Transition Words or Phrases used:
accordingly, also, but, finally, hence, however, if, so, well, while, after all, in addition, in conclusion, in fact, as a result, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 25.0 19.5258426966 128% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 43.0 33.0505617978 130% => Less pronouns wanted
Preposition: 48.0 58.6224719101 82% => OK
Nominalization: 17.0 12.9106741573 132% => OK
Performance on vocabulary words:
No of characters: 2514.0 2235.4752809 112% => OK
No of words: 461.0 442.535393258 104% => OK
Chars per words: 5.45336225597 5.05705443957 108% => OK
Fourth root words length: 4.63367139033 4.55969084622 102% => OK
Word Length SD: 2.99089925093 2.79657885939 107% => OK
Unique words: 234.0 215.323595506 109% => OK
Unique words percentage: 0.507592190889 0.4932671777 103% => OK
syllable_count: 782.1 704.065955056 111% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 51.4577294544 60.3974514979 85% => OK
Chars per sentence: 109.304347826 118.986275619 92% => OK
Words per sentence: 20.0434782609 23.4991977007 85% => OK
Discourse Markers: 6.26086956522 5.21951772744 120% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.282403599743 0.243740707755 116% => OK
Sentence topic coherence: 0.0901333976516 0.0831039109588 108% => OK
Sentence topic coherence SD: 0.0787825425248 0.0758088955206 104% => OK
Paragraph topic coherence: 0.198160861218 0.150359130593 132% => OK
Paragraph topic coherence SD: 0.0862233109055 0.0667264976115 129% => OK
Essay readability:
automated_readability_index: 14.3 14.1392134831 101% => OK
flesch_reading_ease: 42.72 48.8420337079 87% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 14.33 12.1639044944 118% => OK
dale_chall_readability_score: 8.84 8.38706741573 105% => OK
difficult_words: 123.0 100.480337079 122% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.