There are multiple ways to teach, however, is approving positive actions and ignoring negative ones the best option? It is difficult to agree and state that something is the best as it might be best for some while ineffective for others. Therefore, I would like to think that praising positive actions and ignoring negative ones is not the best way to teach someone. This is my belief for three main reasons. Firstly, if we ignore negative actions then the doer of that action does not learn why that action was malignant. Additionally, some times negative actions are done for good hence they should actually be praised depending on certain circumstances. Finally, praising someone for positive actions becomes a salary like incentive where one will not work if not paid.
To start with, ignoring negative actions, for majority of times, lead to the action being repeated. Without properly explaining to someone that an action was not a good one we will see that person repeat the same action again and not feel guilty. For example, when a student tries to cheat on their exam there are two things a teacher can do, let ignore their action or teach them that cheating is wrong. If the teacher follows the first option then the student will continue cheating as they will think that it is ok.
As I mentioned before, ignoring negative actions is disadvantageous, but I do think that there are some situations which require negative actions to be praised. A specific circumstance may arise where a being has to tell a white-lie. The white-lie might be that a family member was a in a car accident but fine; in this situation telling the truth and doing the "positive action" would do more harm then good and hence, the white-lie should be praised instead of being ignored.
Of course, praising someone for positive actions improves their motivation to work or repeat similar actions, but, wouldn't this teaching method become repetitive? If someone is praised iteratively for good actions then the praise will stop impacting them and loose value. This is similar to what happens when children receive too much praise from their parents. As time goes by the parents praise loose value and the child becomes disinterested in performing actions which would give them that praise. Thus, it would be fair to say that praising positive actions multiple times could lead to lower incentive to perform positive actions again.
While only praising positive actions and ignoring negative ones is not the best way to teach, there is fine line which should be followed depending on the circumstances. If the action is a great deed it should indeed be praised and if the action is malicious, then, rather than ignoring it proper punishment should be applied. This is mainly because ignoring negative actions leads to no change but welcomes similar actions, and depending on the circumstance and the action performed a negative action should be incentivized. Additionally, praising positive actions multiple times lowers the value of the praise and hence lead to lower motivation for repeating that action.
Grammar and spelling errors:
Line 3, column 406, Rule ID: SENTENCE_FRAGMENT[1]
Message: “If” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...n or teach them that cheating is wrong. If the teacher follows the first option th...
^^
Line 5, column 283, Rule ID: EN_A_VS_AN
Message: Use 'an' instead of 'a' if the following word starts with a vowel sound, e.g. 'an article', 'an hour'
Suggestion: an
...e-lie might be that a family member was a in a car accident but fine; in this sit...
^
Line 5, column 410, Rule ID: LESS_MORE_THEN[1]
Message: Did you mean 'than'?
Suggestion: than
...ositive action' would do more harm then good and hence, the white-lie should be...
^^^^
Line 7, column 116, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wouldn't
...to work or repeat similar actions, but, wouldnt this teaching method become repetitive?...
^^^^^^^
Transition Words or Phrases used:
actually, but, finally, first, firstly, hence, however, if, may, so, then, therefore, thus, while, as to, for example, of course, to start with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 35.0 19.5258426966 179% => OK
Auxiliary verbs: 20.0 12.4196629213 161% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 20.0 11.3162921348 177% => OK
Pronoun: 39.0 33.0505617978 118% => OK
Preposition: 37.0 58.6224719101 63% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2598.0 2235.4752809 116% => OK
No of words: 515.0 442.535393258 116% => OK
Chars per words: 5.04466019417 5.05705443957 100% => OK
Fourth root words length: 4.763781212 4.55969084622 104% => OK
Word Length SD: 2.62212574194 2.79657885939 94% => OK
Unique words: 226.0 215.323595506 105% => OK
Unique words percentage: 0.438834951456 0.4932671777 89% => More unique words wanted or less content wanted.
syllable_count: 808.2 704.065955056 115% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 6.0 6.24550561798 96% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 8.0 3.10617977528 258% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 41.9861350776 60.3974514979 70% => OK
Chars per sentence: 112.956521739 118.986275619 95% => OK
Words per sentence: 22.3913043478 23.4991977007 95% => OK
Discourse Markers: 6.21739130435 5.21951772744 119% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.261656854491 0.243740707755 107% => OK
Sentence topic coherence: 0.104567645768 0.0831039109588 126% => OK
Sentence topic coherence SD: 0.0806428834105 0.0758088955206 106% => OK
Paragraph topic coherence: 0.168566829736 0.150359130593 112% => OK
Paragraph topic coherence SD: 0.0619721521327 0.0667264976115 93% => OK
Essay readability:
automated_readability_index: 13.5 14.1392134831 95% => OK
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 12.25 12.1639044944 101% => OK
dale_chall_readability_score: 7.46 8.38706741573 89% => OK
difficult_words: 89.0 100.480337079 89% => OK
linsear_write_formula: 7.5 11.8971910112 63% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.