The best way to teach is to praise positive actions and ignore negative ones.
Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.
One major objective of teaching is to guide students to behave in a certain way that is beneficial to themselves as well as to the whole society. Based on this belief, I partially agree with the prompt in that praising positive actions may accomplish the original goal of teaching, while the ignorance of negative behaviors may create the opposite outcomes and hinder the achievement of the underlying goal of teaching.
To begin with, human beings are a type of creature that their behaviors are triggered by motivations and others’ expectations. Therefore, by praising certain gestures, this is easier to get people to continue their actions since both the motivation and the secured feeling of meeting other people’s expectations are satisfied. For example, we are often taught to be cooperative with other people. However, cooperation requires lots of effort, and if we want to let students know the importance of cooperation, we can praise them for being cooperative, or encourage them to participate in team activities and reward them with certain awards. By doing so, students experience the positive benefit brought from being cooperative, and they are more willing to do so afterwards. To be more specific, praising positive actions actually plays the role of demonstrating a physical benefit aroused by positive behaviors which can further motivate students to continue the behaviors.
As opposed to the praising, ignorance of negative behaviors will not stop the behaviors, but rather signal a message that the negative behaviors are accepted, if not supported, which may trigger more negative actions. The example is common to find. People all know that we are not allowed to litter trash, but if no one has ever been caught by littering, people will just continue the illegal behaviors. The reason behind is that ignorance will cultivate the growth of negative behaviors since there is no punishment or corresponding responsibility that should be paid for. Therefore, ignorance will break the linkage of behaviors and their following outcomes and further devastate the achievement of teaching that aimes at guiding more preferable behaviours.
Last, since people are easily influenced by other people’s reactions toward certain behaviors, meaning that people may form their judgements according to the peer groups’ value system instead of the exact good or bad distinguishment. For example, if a student grows up in a peer that treats drug usage as something good, he or she may start drug usage without hesitation because this is something that is praised by his or her peer group. Therefore, what I want to point out is that the more imperative of teaching may not just form the mechanism of praising or ignorance, rather it should build the moral standard in students’ minds, so that they can guide their own behaviors, instead of being led and constrained by other peoples’ positive or negative reactions.
Grammar and spelling errors:
Line 3, column 975, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...ate students to continue the behaviors. As opposed to the praising, ignorance of...
^^^^^^
Transition Words or Phrases used:
actually, but, however, if, may, so, therefore, well, while, as to, for example, as well as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 24.0 19.5258426966 123% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 15.0 11.3162921348 133% => OK
Pronoun: 38.0 33.0505617978 115% => OK
Preposition: 65.0 58.6224719101 111% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2474.0 2235.4752809 111% => OK
No of words: 470.0 442.535393258 106% => OK
Chars per words: 5.26382978723 5.05705443957 104% => OK
Fourth root words length: 4.65612321451 4.55969084622 102% => OK
Word Length SD: 2.92214968899 2.79657885939 104% => OK
Unique words: 236.0 215.323595506 110% => OK
Unique words percentage: 0.502127659574 0.4932671777 102% => OK
syllable_count: 768.6 704.065955056 109% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 6.0 3.10617977528 193% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 16.0 20.2370786517 79% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 29.0 23.0359550562 126% => The Avg. Sentence Length is relatively long.
Sentence length SD: 71.9848074249 60.3974514979 119% => OK
Chars per sentence: 154.625 118.986275619 130% => OK
Words per sentence: 29.375 23.4991977007 125% => OK
Discourse Markers: 6.625 5.21951772744 127% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 9.0 10.2758426966 88% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.162888466184 0.243740707755 67% => OK
Sentence topic coherence: 0.0562542652053 0.0831039109588 68% => OK
Sentence topic coherence SD: 0.0431922216318 0.0758088955206 57% => OK
Paragraph topic coherence: 0.10601525821 0.150359130593 71% => OK
Paragraph topic coherence SD: 0.0346192733734 0.0667264976115 52% => OK
Essay readability:
automated_readability_index: 18.0 14.1392134831 127% => OK
flesch_reading_ease: 42.04 48.8420337079 86% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 13.82 12.1639044944 114% => OK
dale_chall_readability_score: 8.8 8.38706741573 105% => OK
difficult_words: 111.0 100.480337079 110% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 13.6 11.2143820225 121% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
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.