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 statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
Every child’s first school is his home, and his parents are his first teachers.
Whether a child is raised by one or both parents, step parents, grandparents, or foster parents, the child observes and, in most cases, imitates the behaviors of those adults. This imitation is so important that parents often say to their children, “Do as I say, not what I do" when they fear that they may be setting a bad example. A young child's undeveloped brain cannot rely on observation alone to understand how to behave; he or she will make mistakes and act inappropriately from time to time. Occasionally, children need to be corrected.
Children will move on to more formal education around the age of five. Teachers will act in loco parentis, in the place of their parents. Some children enter school with an innate understanding of how to act in this new environment; others will struggle. Teachers have the best interests of their young charges in mind at all times but understand that some children need more direction than others. Ignoring negative actions can actually be dangerous. Running around a classroom, a child can trip and fall or run into a desk, a chair, or another student. Should the teacher be expected to wait until the child tires of running and praise him or her for stopping?
These children will eventually enter the halls of high school where the potential for danger increases tremendously. Chemistry class, alone, has equipment and materials that have the potential to seriously injure those who handle them incorrectly. The teacher who ignores dangerous actions performed by students in this situation should probably be fired. Additionally, there are classes where children may use stoves, irons, pneumatic wrenches, or table saws. For their safety, students must be told when they are using those tools improperly.
Even in classes that are seemingly danger free, accidents can happen. In an otherwise tame English class, students throw pens across the room. These projectiles can end up in another student's eye. Let's not overlook the compasses that students use in math class. Any number of injuries can result from the sharp tip on that instrument.
Teaching continues after children have finished their educations. Employers are not likely to overlook negative actions in the workplace. The bottom line depends on everyone performing his or her job correctly. Children whose negative actions have been ignored throughout their lives will be in for a rude awakening after they leave the safe haven of home and school. Ignoring negative actions may, in the end, be setting children up for future failure.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-10-22 | Celestina Asantewaa | 50 | view |
| 2024-08-26 | aaa111 | 33 | view |
| 2024-07-13 | sepnkycehmqcodjefl | 50 | view |
| 2024-04-17 | guozhishan | 50 | view |
| 2023-12-28 | mei_unavailable | 83 | view |
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Grammar and spelling errors:
Line 2, column 250, Rule ID: EN_UNPAIRED_BRACKETS
Message: Unpaired symbol: '”' seems to be missing
...at parents often say to their children, “Do as I say, not what I do' when th...
^
Line 8, column 198, Rule ID: LETS_LET[1]
Message: Did you mean 'Let's'?
Suggestion: Let's
...les can end up in another students eye. Lets not overlook the compasses that student...
^^^^
Line 10, column 338, Rule ID: SAFE_HAVEN[1]
Message: Use simply 'haven'.
Suggestion: haven
...r a rude awakening after they leave the safe haven of home and school. Ignoring negative a...
^^^^^^^^^^
Transition Words or Phrases used:
actually, but, first, look, may, so, in most cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 16.0 14.8657303371 108% => OK
Relative clauses : 14.0 11.3162921348 124% => OK
Pronoun: 37.0 33.0505617978 112% => OK
Preposition: 52.0 58.6224719101 89% => OK
Nominalization: 8.0 12.9106741573 62% => OK
Performance on vocabulary words:
No of characters: 2217.0 2235.4752809 99% => OK
No of words: 432.0 442.535393258 98% => OK
Chars per words: 5.13194444444 5.05705443957 101% => OK
Fourth root words length: 4.55901411391 4.55969084622 100% => OK
Word Length SD: 2.68719492957 2.79657885939 96% => OK
Unique words: 249.0 215.323595506 116% => OK
Unique words percentage: 0.576388888889 0.4932671777 117% => OK
syllable_count: 668.7 704.065955056 95% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 1.0 3.10617977528 32% => OK
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: 27.0 20.2370786517 133% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 37.2074597591 60.3974514979 62% => OK
Chars per sentence: 82.1111111111 118.986275619 69% => OK
Words per sentence: 16.0 23.4991977007 68% => OK
Discourse Markers: 1.85185185185 5.21951772744 35% => More transition words/phrases wanted.
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 4.0 10.2758426966 39% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 5.13820224719 214% => Less negative sentences wanted.
Sentences with neutral sentiment: 12.0 4.83258426966 248% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.0672121380921 0.243740707755 28% => The similarity between the topic and the content is low.
Sentence topic coherence: 0.021259236075 0.0831039109588 26% => Sentence topic similarity is low.
Sentence topic coherence SD: 0.0316853504786 0.0758088955206 42% => Sentences are similar to each other.
Paragraph topic coherence: 0.0336688524965 0.150359130593 22% => Maybe some paragraphs are off the topic.
Paragraph topic coherence SD: 0.0376220659925 0.0667264976115 56% => OK
Essay readability:
automated_readability_index: 10.7 14.1392134831 76% => Automated_readability_index is low.
flesch_reading_ease: 63.7 48.8420337079 130% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 8.4 12.1743820225 69% => OK
coleman_liau_index: 12.18 12.1639044944 100% => OK
dale_chall_readability_score: 8.23 8.38706741573 98% => OK
difficult_words: 104.0 100.480337079 104% => OK
linsear_write_formula: 14.0 11.8971910112 118% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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It is not exactly right on the topic in the view of e-grader. Maybe there is a wrong essay topic.
Rates: 16.67 out of 100
Scores by essay e-grader: 1.0 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.