The best way to teach is to praise positive actions and ignore negative ones Extent to which you agree or disagree with recommendation explain your reasoning Describe specific circumstances in which adopting recommendation would would not be advantageous | TOEFL IELTS GMAT GRE SAT ACT PTE ESL

Essay topics:

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

Extent to which you agree or disagree with recommendation & explain your reasoning. Describe specific circumstances in which adopting recommendation would/would not be advantageous & explain how these examples shape your position

The recommendation presents a view that I would agree is successful most of the time, but one that I cannot fully support due to the “all or nothing” impression it gives.

Certainly, as an educator I agree fully that the best way to elicit positive response from students is to make use of students’ positive energy and then encourage actions that you would like to see repeated. It is human nature that we all want to be accepted and achieve on some level, and when people in authority provide feedback that we have done something well, the drive to repeat the action that was praised is bound to be particularly strong.

This blanket statement would obviously pay dividends in situations in which a teacher desires to have students repeat particular behaviors. For example, if an educator is attempting to teach students proper classroom etiquette, it would be appropriate to openly praise a student who raises his or her hand when wishing to speak or address the class. In such cases, the teacher may also help shape positive behaviors by ignoring a student who is trying to interject without approval from the teacher. In fact, the decision to ignore students who are exhibiting inappropriate behaviors of this type could work very well in this situation, as the stakes are not very high and the intended outcome can likely be achieved by such a method. However, it is important to note here that this tactic would only be effective in such a “low-stakes” situation, as when a student speaks without raising her hand first. As we will discuss below, ignoring a student who hits another student, or engages in more serious misbehaviors, would not be effective or prudent.
To expand on this point, it is important for teachers to be careful when working with the second half of this statement, only ignoring negative actions that are not serious. Take for instance a student who is misbehaving just by chatting with a fellow classmate. This student might not be presenting much of a problem and may be simply seeking attention. Ignoring the student might, in fact, be the best solution. Now assume the negative action is the improper administering of chemicals in a science experiment or the bullying of a fellow student. To ignore these negative actions would be absurd and negligent. Now you are allowing a problem to persist, one that could potentially lead to much bigger and more dangerous issues. In a more serious situation, addressing the negative actions quickly and properly could stop the problem it in its tracks. It is for reasons like this that I do not advocate the idea that a teacher can be successful by simply ignoring negative actions.

I do, however, greatly support the idea that the central focus of teaching should be to build on and encourage positive actions. However, the author’s all-encompassing statement leaves too many negative possibilities for the classroom. Perhaps a better way to phrase this statement would be to say, “The best way to teach is to praise positive actions and ignore negative ones that are not debilitating to class efficiency or the safety of any individual”.

Thus, in the original statement, there are indeed some good intentions, and there could be a lot of merit in adopting its basic principles. Data proves that positive support can substantially increase motivation and desire in students and contribute to positive achievements. In fact, most studies of teaching efficacy indicate that praising positive actions and ignoring negative ones can create a more stable and efficient classroom. It needs to be stressed, however, that this tool is only effective at certain levels of misbehavior. As mentioned above, when the behavior is precipitated by feelings of revenge, power or total self-worthlessness, this methodology will likely not work. It is likely to be very successful, however, when the drive behind the misbehavior is simple attention seeking. In many of these instances, if the teacher demonstrates clearly that inappropriate behavior does not result in the gaining of attention, students are more likely to seek attention by behaving properly. Should the student choose this path, then the ignoring has worked and when the positive behavior is exhibited, then the teacher can utilize the first part of the theory and support or praise this behavior. Now it is much more likely to be repeated. If the student does not choose this path and instead elects to raise the actions to a higher level that presents a more serious issue, then ignorance alone cannot work and other methods must be employed.

In conclusion, one can appreciate the credo expressed in this instance, but surely, we all can see the potential error of following it through to the extreme.

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Grammar and spelling errors:
Line 6, column 245, Rule ID: FELLOW_CLASSMATE[1]
Message: Use simply 'classmate'.
Suggestion: classmate
... is misbehaving just by chatting with a fellow classmate. This student might not be presenting m...
^^^^^^^^^^^^^^^^

Transition Words or Phrases used:
also, but, first, however, if, may, second, so, then, thus, well, for example, for instance, in conclusion, in fact

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

Performance on Part of Speech:
To be verbs : 45.0 19.5258426966 230% => Less to be verbs wanted.
Auxiliary verbs: 30.0 12.4196629213 242% => Less auxiliary verb wanted.
Conjunction : 30.0 14.8657303371 202% => Less conjunction wanted
Relative clauses : 32.0 11.3162921348 283% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 63.0 33.0505617978 191% => Less pronouns wanted
Preposition: 92.0 58.6224719101 157% => OK
Nominalization: 20.0 12.9106741573 155% => OK

Performance on vocabulary words:
No of characters: 3980.0 2235.4752809 178% => OK
No of words: 788.0 442.535393258 178% => Less content wanted.
Chars per words: 5.05076142132 5.05705443957 100% => OK
Fourth root words length: 5.29823911269 4.55969084622 116% => OK
Word Length SD: 2.87022061952 2.79657885939 103% => OK
Unique words: 346.0 215.323595506 161% => OK
Unique words percentage: 0.439086294416 0.4932671777 89% => More unique words wanted or less content wanted.
syllable_count: 1253.7 704.065955056 178% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 13.0 6.24550561798 208% => Less pronouns wanted as sentence beginning.
Article: 5.0 4.99550561798 100% => OK
Subordination: 10.0 3.10617977528 322% => Less adverbial clause wanted.
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.

Performance on sentences:
How many sentences: 32.0 20.2370786517 158% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 50.6705042406 60.3974514979 84% => OK
Chars per sentence: 124.375 118.986275619 105% => OK
Words per sentence: 24.625 23.4991977007 105% => OK
Discourse Markers: 3.59375 5.21951772744 69% => OK
Paragraphs: 7.0 4.97078651685 141% => Less paragraphs wanted.
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 14.0 5.13820224719 272% => Less negative sentences wanted.
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: 0.25326017378 0.243740707755 104% => OK
Sentence topic coherence: 0.0748076313664 0.0831039109588 90% => OK
Sentence topic coherence SD: 0.0630782946593 0.0758088955206 83% => OK
Paragraph topic coherence: 0.138287774626 0.150359130593 92% => OK
Paragraph topic coherence SD: 0.0609520808205 0.0667264976115 91% => OK

Essay readability:
automated_readability_index: 14.7 14.1392134831 104% => OK
flesch_reading_ease: 47.12 48.8420337079 96% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 12.31 12.1639044944 101% => OK
dale_chall_readability_score: 8.47 8.38706741573 101% => OK
difficult_words: 182.0 100.480337079 181% => OK
linsear_write_formula: 18.0 11.8971910112 151% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 13.0 11.7820224719 110% => OK
What are above readability scores?

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Maximum six paragraphs wanted.

Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Essay evaluations by e-grader

Transition Words or Phrases used:
also, but, first, however, if, may, second, so, then, thus, well, for example, for instance, in conclusion, in fact

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

NOTE: This is not my essay…

NOTE: This is not my essay. It's an ETS sample essay that received a 6 - I was just checking for accuracy