The best way to teach — whether as an educator, employer, or parent — is to praise positive actions and ignore negative ones.
The issue of whether or not the educators, employers or parents must praise the positive and negative actions is a contentious one. Both sides have their own positives and negatives that can be debatable. But praising positive actions and counselling negative actions should be necessary to teach a person because people always learn from their mistakes. A person will also try not to repeat the same mistake and it is the role of the educator or an employer or a parent to make sure they teach what is right and what is wrong.
Firstly, a person has to get feedback whether it is negative or positive because feedback or counselling helps people to understand what is working and what is not. For example, if we talk about an employee who has recently joined an organisation. His team leader points out the positives and ignores the negative points. This makes the employee think that he has done everything perfectly. But until he understands what is right and what is not he does not know how to perfectly accomplish a task that is desired and does not understand what are his negatives and how to improve his skill to deliver a task. Hence, feedback whether it is positive or negative must be given to improve one’s performance.
Secondly, the role of a parent, educator or employer is to train a student so that he can understand what is good and what is not. If they fail to make a student or an employee realise their negatives, it is not considered as good teaching. Making a student or an employee or a child realise his pros and cons is necessary and it is considered the best way to teach. People say that life always teaches and a person will learn from each and everything that he does. Therefore, it is important to learn from the negative as much as we learn from the positives.
Although there are many benefits to pointing out negatives, on the other side there are some drawbacks to pointing out negatives in a person. Pointing out negatives and conveying them properly is very important because a small confusion or misunderstanding in the process of communicating the negatives can lead to another bigger problem. The whole point of communicating negatives is to make a person understand what is good and what is bad. If he is not communicated properly, he might repeat the same mistake in a different way.
Furthermore, directly pointing out negatives can lessen the enthusiasm in oneself. Every time one points out a negative it is important that the positives are told first, then the negative points can be told in a way that can balance both positives and negatives. The process of feedback is to point out the good things and bad things. But only pointing out just positives or just negatives will not do the task. Pointing out negatives can discourage the interest to work in a person. He might also start to feel neglected due to constantly pointing out the bad in a person.
In conclusion, the feedback system is important in teaching. Unless a teacher, employer or parent does give complete feedback the learning process is incomplete. It is important to point out one's good and bad and give feedback that is neutral and that can encourage a person to work with interest and enthusiasm. Communicating feedback properly will always help a person to learn from his mistake and he will try to make sure that he does not repeat the same.
Grammar and spelling errors:
Line 1, column 14, Rule ID: WHETHER[7]
Message: Perhaps you can shorten this phrase to just 'whether'. It is correct though if you mean 'regardless of whether'.
Suggestion: whether
The issue of whether or not the educators, employers or parents mus...
^^^^^^^^^^^^^^
Line 7, column 513, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in a different way" with adverb for "different"; eg, "in a hasty manner" with "hastily".
...perly, he might repeat the same mistake in a different way. Furthermore, directly pointing out ...
^^^^^^^^^^^^^^^^^^
Line 11, column 192, Rule ID: ONES[1]
Message: Did you mean 'one's'?
Suggestion: one's
...ncomplete. It is important to point out ones good and bad and give feedback that is ...
^^^^
Transition Words or Phrases used:
also, but, first, firstly, furthermore, hence, if, second, secondly, so, then, therefore, thus, as to, for example, in conclusion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 37.0 19.5258426966 189% => OK
Auxiliary verbs: 18.0 12.4196629213 145% => OK
Conjunction : 41.0 14.8657303371 276% => Less conjunction wanted
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 60.0 58.6224719101 102% => OK
Nominalization: 3.0 12.9106741573 23% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2792.0 2235.4752809 125% => OK
No of words: 589.0 442.535393258 133% => OK
Chars per words: 4.740237691 5.05705443957 94% => OK
Fourth root words length: 4.92639038232 4.55969084622 108% => OK
Word Length SD: 2.74687250998 2.79657885939 98% => OK
Unique words: 216.0 215.323595506 100% => OK
Unique words percentage: 0.366723259762 0.4932671777 74% => More unique words wanted or less content wanted.
syllable_count: 878.4 704.065955056 125% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 6.24550561798 112% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 2.0 4.38483146067 46% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 29.0 20.2370786517 143% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 41.8538877423 60.3974514979 69% => OK
Chars per sentence: 96.275862069 118.986275619 81% => OK
Words per sentence: 20.3103448276 23.4991977007 86% => OK
Discourse Markers: 4.44827586207 5.21951772744 85% => OK
Paragraphs: 6.0 4.97078651685 121% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 18.0 10.2758426966 175% => OK
Sentences with negative sentiment : 8.0 5.13820224719 156% => 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: 0.294277434055 0.243740707755 121% => OK
Sentence topic coherence: 0.0871365962639 0.0831039109588 105% => OK
Sentence topic coherence SD: 0.0928988772624 0.0758088955206 123% => OK
Paragraph topic coherence: 0.166664474216 0.150359130593 111% => OK
Paragraph topic coherence SD: 0.126157109516 0.0667264976115 189% => OK
Essay readability:
automated_readability_index: 11.1 14.1392134831 79% => Automated_readability_index is low.
flesch_reading_ease: 59.64 48.8420337079 122% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 9.9 12.1743820225 81% => OK
coleman_liau_index: 10.21 12.1639044944 84% => OK
dale_chall_readability_score: 6.96 8.38706741573 83% => OK
difficult_words: 87.0 100.480337079 87% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
---------------------
Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 Out of 6
---------------------
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.