The best way to teach is to praise positive actions and ignore negative ones.
Today’s competitive world requires astute people with well-established self-esteem who believe in their own abilities. The very first roots of forming ones’ self-confidence relate to childhood period when they were praised for their approvable manners and sometimes punished for their faults. Some people are from the idea that an appropriate method of teaching is to praise positive actions of students and ignore negative ones. However, I believe that teachers should not neglect the influence of correcting the mistakes of students and ignoring negative attitudes would not result in the student’s prosperity.
To begin with, it is immediately apparent that receiving complimentary comments from teachers can enhance student’s self-confidence. If a student hears about his strong abilities from the teacher who he adores, he would believe in those abilities and he will work harder to improve them. For example, a diffident student who has been asked to answer a question in a class is dealing with low confidence issues to tell the answer loudly even if he knows the correct answer. In this case, the teacher can easily ameliorate negative feelings of student by simple words of approbation. Consequently, the students’ happiness after receiving appraise of the teacher lead to his voluntary parts in class for later tasks without any awes to express his ideas. Therefore, one can arrive at the conclusion that praising positive actions contributes to incredible motivation for students.
Regarding ignoring negative actions, the teachers’ decisions whether to punish the student for his mistakes or totally ignore them if from utmost importance. Ignoring whole mistakes and letting the students to follow whatever they desire is not a reasonable method of teaching. It is incumbent upon teachers to correct mistakes of students and assist them with finding correct solutions. Take the process of try and error as an example. The key concept of this method is to try an experiment to learn about its flaws and do not repeat them next time. Although teachers ought to ignore venial mistakes that they do not worth mentioning in a class, they are required to notify students about their weak points and wrong decisions.
Additionally, there exist a number of new practical methods of teaching available for teachers to implement in their classes. For instance, assigning conditional awards for difficult assignments of students. The desire for achieving that award make students to work hard and utilize all their power and abilities. Thus, applying inspiring solutions may help students to learn better instead of punishing them for their mistakes or praising them without limitations.
To summarize, teaching methods are valuable tools that can change a student’s learning process. Choosing to absolutely praising students and ignoring their mistakes does not result in triumph of students since it is necessary for them to know their faults and correct them at the right time. With this in mind, teachers should follow revolutionized teaching methods that instigate motivations in students to learn more.
Grammar and spelling errors:
Line 3, column 414, Rule ID: TRY_AND[1]
Message: "Try and" is common in colloquial speech, but "'try to'" is recommended for writing.
Suggestion: try to
... correct solutions. Take the process of try and error as an example. The key concept of...
^^^^^^^
Line 4, column 376, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to better', 'to well'
Suggestion: to better; to well
...ng solutions may help students to learn better instead of punishing them for their mis...
^^^^^^
Line 5, column 93, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
...at can change a student's learning process. Choosing to absolutely praising studen...
^^^^^^^
Transition Words or Phrases used:
but, consequently, first, however, if, may, regarding, so, therefore, thus, well, for example, for instance, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 19.5258426966 61% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 46.0 33.0505617978 139% => Less pronouns wanted
Preposition: 72.0 58.6224719101 123% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2665.0 2235.4752809 119% => OK
No of words: 486.0 442.535393258 110% => OK
Chars per words: 5.48353909465 5.05705443957 108% => OK
Fourth root words length: 4.69525374022 4.55969084622 103% => OK
Word Length SD: 2.97272696764 2.79657885939 106% => OK
Unique words: 254.0 215.323595506 118% => OK
Unique words percentage: 0.522633744856 0.4932671777 106% => OK
syllable_count: 811.8 704.065955056 115% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 36.3232182147 60.3974514979 60% => OK
Chars per sentence: 115.869565217 118.986275619 97% => OK
Words per sentence: 21.1304347826 23.4991977007 90% => OK
Discourse Markers: 5.30434782609 5.21951772744 102% => 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: 0.144268282723 0.243740707755 59% => OK
Sentence topic coherence: 0.053749594525 0.0831039109588 65% => OK
Sentence topic coherence SD: 0.0928163572322 0.0758088955206 122% => OK
Paragraph topic coherence: 0.0954155334543 0.150359130593 63% => OK
Paragraph topic coherence SD: 0.0638248733147 0.0667264976115 96% => OK
Essay readability:
automated_readability_index: 14.9 14.1392134831 105% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 14.5 12.1639044944 119% => OK
dale_chall_readability_score: 8.93 8.38706741573 106% => OK
difficult_words: 131.0 100.480337079 130% => OK
linsear_write_formula: 12.5 11.8971910112 105% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.