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.
It has been proven using social experiments that positive reinforcement has increased the productivity, while negative reinforcements has lowered it. Keeping this thought in consideration, it can be stated without doubt that positivity attracts more positivity and same is the case with negativity. This principal is valid in all scenarios, let it be coaching on field, running a parliament or teaching. There might be few cons, but there are more pros to the teaching practice given, which are stated in detailed in the below three paragraphs.
Praising positive actions results in good thoughts. According to the Pigmallion method, these good thoughts in turn bring-up better performances (positive actions) in future, and hence the learning cycle grows multifold. For example, Billy is learning how to cook food. When he’s practicing, if his master tastes and praises Billy’s food, it is natural for Billy to feel good, and perform better. On the other hand, if master is not satisfied with the taste, and starts scolding Billy, he might feel bad, which can result in multiple outcomes; maybe he’ll stop cooking, or, Billy might think negatively about his master and have bitter feelings. It is always good to praise a job well done.
Secondly, learners will not know if they’ve learnt something, and that is correct, unless they are given feedback or examined. Without positive feedback, a learner is left with no purpose, resulting in decline of learning curve. If Billy is cooking food, but there is nobody to taste it, Billy will never learn how to cook food. Had there been someone who tasted Billy’s delicacies, and given him a good rating, Billy would know that he’s cooking good. Evaluation and feedbacks are crucial, and essential for learning process.
Even though the teaching approach sounds positive, it doesn’t work the best for some scenarios. The method is not dealing correctly, when someone does a negative action. Ignoring a negative action, leaves a blank in the learning, where the learner could assume the blank (characteristic of action) as “acceptable”, or “not acceptable”, or “neutral”. While praising a positive action helps one learn, teaching someone the impact of negative action is equally necessary. Without the knowledge, the blank in the person’s mind can get corrupted and impede the learning. Take Billy’s food for example; if the taste wasn’t good, or Billy had cooked it incorrectly, making it inedible, a correct lesson would correct Billy’s mistake, on the contrary, an ignorance might promote Billy’s wrong cooking methods. Ignorance can be dangerous.
This teaching methodology is an interesting approach. The method is only partially correct. To make this method perfect for adaptation into teaching techniques, one could fill the void, where one is reacting to negative actions accordingly. Once the method is tweaked and enhanced, then it’ll become the best way to teach: Praise positive actions and correct negative ones.
Grammar and spelling errors:
Line 3, column 164, Rule ID: IN_PAST[1]
Message: Did you mean: 'in the future'?
Suggestion: in the future
...up better performances positive actions in future, and hence the learning cycle grows mul...
^^^^^^^^^
Line 5, column 229, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to curve'
Suggestion: to curve
...rpose, resulting in decline of learning curve. If Billy is cooking food, but there is...
^^^^^
Line 5, column 535, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
...are crucial, and essential for learning process. Even though the teaching approach s...
^^^^^^^
Transition Words or Phrases used:
accordingly, but, hence, if, may, second, secondly, so, then, well, while, for example, on the contrary, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 26.0 19.5258426966 133% => OK
Auxiliary verbs: 14.0 12.4196629213 113% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 29.0 33.0505617978 88% => OK
Preposition: 37.0 58.6224719101 63% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2600.0 2235.4752809 116% => OK
No of words: 474.0 442.535393258 107% => OK
Chars per words: 5.48523206751 5.05705443957 108% => OK
Fourth root words length: 4.66599839874 4.55969084622 102% => OK
Word Length SD: 3.07274117449 2.79657885939 110% => OK
Unique words: 263.0 215.323595506 122% => OK
Unique words percentage: 0.554852320675 0.4932671777 112% => OK
syllable_count: 776.7 704.065955056 110% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 10.0 3.10617977528 322% => Less adverbial clause wanted.
Conjunction: 11.0 1.77640449438 619% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 59.1393900511 60.3974514979 98% => OK
Chars per sentence: 100.0 118.986275619 84% => OK
Words per sentence: 18.2307692308 23.4991977007 78% => OK
Discourse Markers: 4.69230769231 5.21951772744 90% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 9.0 4.83258426966 186% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.163150840407 0.243740707755 67% => OK
Sentence topic coherence: 0.0562473675483 0.0831039109588 68% => OK
Sentence topic coherence SD: 0.0542893714437 0.0758088955206 72% => OK
Paragraph topic coherence: 0.103515009056 0.150359130593 69% => OK
Paragraph topic coherence SD: 0.0421045433488 0.0667264976115 63% => OK
Essay readability:
automated_readability_index: 13.5 14.1392134831 95% => OK
flesch_reading_ease: 53.21 48.8420337079 109% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 14.56 12.1639044944 120% => OK
dale_chall_readability_score: 9.03 8.38706741573 108% => OK
difficult_words: 135.0 100.480337079 134% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 10.0 11.7820224719 85% => 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.