Learning is primarly a matter of personal discipline ; students cannot be motivated by school or college alone
“I never teach my pupils ; I only attempt to provide the conditions in which they can learn”. These lines by Albert Einstein succinctly capture my views on the process of learning and the role of pedagogues in education. Though, I will be qualifying the view put forth by the author, for personal discipline relies on a motley gamut of circumstances
At school or college, the necessary information required by the students is imparted upon them. Whether the student assimilates and indeed captures the essence of the knowledge conveyed is a matter of pure personal discipline and motivation. This is evidenced by the time children enter elementary school. Interests differ from one pupil to another, and so do the proclivity of being self-disciplined. While some are, others would be distracted by anything passing by their thoughts. It is the classic case described by the adage "You can lead a horse to water, but you cannot force it to drink". If students are not interested in learning the subject addressed, they often switch off, ignoring what's being taught and focusing their attention elsewhere.
Underachievement among American youth is often blamed on inadequate teachers, boring textbooks, and large class sizes. There’s another reason for students falling short of their intellectual potential: their failure to exercise self-discipline. Therefore, institutions of learning have the same responsibility and role to play as Anne Sullivan played in the development of Helen Keller. Instructors must act as facilitators in the learning process. They should foster the art of questioning and inquiry and actuate their pupils to seek answers independently. It would provide students who are already focused on their learning with additional goals and means to broaden their knowledge, and enable those who are not thourougly disciplined to seize why learning is a personal path that evolves along a continuum, and worth pursuing. Learning would then remain a matter of personal discipline, instilled and feeded by school and college.
The author however overlooked a main stakeholder of this debate i.e parents. Personal discipline, especially in academic fields, does not arise from a silo or a vacuum but is an attitude tangibly handed over from one generation to another. This is mostly evidenced by the low rate of working-class parents' child in selective courses, masters or Phd. The French sociologist Bourdieu has called it "cultural habitus". It manifests itself from the early stages of education, and is according to him, the main accountable for the differences in self-discipline, grades, knowledge's assimilation between two children of the same class. What might be seen as a pedantic and absurd self-discipline by some, is however for the others, a scholastic attitude that must be adopted to thrive over the learning process.
These datums and surveys incline me to believe that learning is a personal quality that depends on the interests of each individual, but may blossom with the right stimulus in environments conducive to a thorough impartation of knowledge - namely social and familial surroundings
Grammar and spelling errors:
Line 3, column 706, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: what's
...ressed, they often switch off, ignoring whats being taught and focusing their attenti...
^^^^^
Line 5, column 282, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to have'
Suggestion: to have
...ne. Therefore, institutions of learning have the same responsibility and role to pla...
^^^^
Line 7, column 299, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'parents'' or 'parent's'?
Suggestion: parents'; parent's
...denced by the low rate of working-class parents child in selective courses, masters or ...
^^^^^^^
Transition Words or Phrases used:
but, however, if, look, may, so, still, then, therefore, while
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 7.0 11.3162921348 62% => More relative clauses wanted.
Pronoun: 37.0 33.0505617978 112% => OK
Preposition: 69.0 58.6224719101 118% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 2674.0 2235.4752809 120% => OK
No of words: 492.0 442.535393258 111% => OK
Chars per words: 5.43495934959 5.05705443957 107% => OK
Fourth root words length: 4.70967865282 4.55969084622 103% => OK
Word Length SD: 3.16242278915 2.79657885939 113% => OK
Unique words: 295.0 215.323595506 137% => OK
Unique words percentage: 0.599593495935 0.4932671777 122% => OK
syllable_count: 830.7 704.065955056 118% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => OK
Article: 5.0 4.99550561798 100% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 7.0 1.77640449438 394% => Less conjunction wanted as sentence beginning.
Preposition: 1.0 4.38483146067 23% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 23.0 20.2370786517 114% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 60.2917920536 60.3974514979 100% => OK
Chars per sentence: 116.260869565 118.986275619 98% => OK
Words per sentence: 21.3913043478 23.4991977007 91% => OK
Discourse Markers: 2.69565217391 5.21951772744 52% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 6.0 10.2758426966 58% => More positive sentences wanted.
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 10.0 4.83258426966 207% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.262416680348 0.243740707755 108% => OK
Sentence topic coherence: 0.0642758068143 0.0831039109588 77% => OK
Sentence topic coherence SD: 0.0640793322647 0.0758088955206 85% => OK
Paragraph topic coherence: 0.134170055932 0.150359130593 89% => OK
Paragraph topic coherence SD: 0.0663144969726 0.0667264976115 99% => OK
Essay readability:
automated_readability_index: 14.8 14.1392134831 105% => OK
flesch_reading_ease: 41.7 48.8420337079 85% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 14.21 12.1639044944 117% => OK
dale_chall_readability_score: 9.75 8.38706741573 116% => OK
difficult_words: 158.0 100.480337079 157% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 15.0 11.7820224719 127% => 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.