Some people believe that the most important qualities of an effective teacher are understanding and empathy. Others believe that it is more important for teachers to be rigorous and demanding in their expectations for students.
The role a teacher plays in building the future of his or her students is crucial. By certain views, this role is even more pivotal than that of the parents fo the students. For this reason, it is fundamental to discuss what are the best means for teachers to achieve the best possible preparation for their students. In particular, there is a hot debate about whether it is more important for a teacher to be understanding or, on the contrary, to be rigorous and demanding. It is the case to spend some words about what truly is the role of a teacher, namely to guide and motivate students throughout their studies, and what the students themselves need to get to their goals. This way, it will be evident that teachers must be first of all empathic, and, only after this, also rigorous.
How can we specifically mark some qualities as the most important for an educational leader? That is, what is that teachers mean for students, what is their true role? It seems legit to talk widely and to consider every aspect of the preparation of a student: by this point of view, teacher have to teach how to love the entire otherwise-stressing studying process. Simone Weil, a French writer, expressed this beautifully by the sentence: "The joy of learning is as essential to students as breath to runners". In fact, to effectively succeed in our studies, what we basically need is, before anything else, passion. Hence, the qualities of the witty teacher: empathy, enough to build up a potive relationship with his students and be able to push them toward a passionated and loving studying activity. This is, incontrovertibly, the main feature of a great teacher.
On the other hand, it is also undoubted that students are, in particular in the earliest stages of their study careers, demanding a bit of authority. It is not something so misterious or mythical: everyone knows very well that when his teacher demands little or nothing, no study is really requested. In other words, people need to be challengedby the school system and even a bit scared by their teacher. As a matter of fact, indeed, people who are not expected to study a lot ar not going to study as much as would be correct to. The reason is simple: studying is a tough process, a demanding activity, almost a sacrifice. Thus, no good teacher can really exist if no rigour and authority are presented in front of the students.
Nonetheless, it seems to me that the above presented views are not totally mutually exclusive. If we closely look at both the positions on the issue, we can recognize that they are in fact not that much of a dicotomy. Why would be a teacher that is, at the same time, rigorous and empathic, or highly expecting and understanding? As "the best is in the middle", like ancient Latin philosophers recomended, it sounds reasonable to infer from what has been analyzed in the above paragraphs that a teacher has to be both emphatic and distant. The instance that can prove this is quite simple: imagine a teacher who is capable of capturing the trust of his students, to almost make them feel comfortable with them. Well, imagine now that the same teacher looks with askance to one of his students: the latter would be furious with himself, because he disappointed his trust-worthy teacher. This is, of course, the best possible teaching system. As base of everything, anyway, there are again positive and nice attitudes of the teacher toward the students.
To conclude, it seems wise to deem empathy and apprehensiveness as the most fundamental features of the perfect teacher. In fact, to truly strenghten and engender the pleasure of study in their students, teachers need to make them love what they do. This notwithstanding, some rigorousness and slightly high expectations do also have their positive effects on students, as far as these attitudes do not overcome the above mentioned virtues.
Grammar and spelling errors:
Line 1, column 408, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...r it is more important for a teacher to be understanding or, on the contrary, to be rigorous and...
^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, anyway, first, hence, if, look, nonetheless, really, so, thus, well, as to, in fact, in particular, of course, as a matter of fact, first of all, in other words, on the contrary, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 41.0 19.5258426966 210% => Less to be verbs wanted.
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 16.0 11.3162921348 141% => OK
Pronoun: 64.0 33.0505617978 194% => Less pronouns wanted
Preposition: 92.0 58.6224719101 157% => OK
Nominalization: 5.0 12.9106741573 39% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 3254.0 2235.4752809 146% => OK
No of words: 668.0 442.535393258 151% => Less content wanted.
Chars per words: 4.87125748503 5.05705443957 96% => OK
Fourth root words length: 5.08386624201 4.55969084622 111% => OK
Word Length SD: 2.89102980863 2.79657885939 103% => OK
Unique words: 318.0 215.323595506 148% => OK
Unique words percentage: 0.476047904192 0.4932671777 97% => OK
syllable_count: 1008.9 704.065955056 143% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 16.0 6.24550561798 256% => Less pronouns wanted as sentence beginning.
Article: 10.0 4.99550561798 200% => Less articles wanted as sentence beginning.
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 17.0 4.38483146067 388% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 30.0 20.2370786517 148% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 42.7550646772 60.3974514979 71% => OK
Chars per sentence: 108.466666667 118.986275619 91% => OK
Words per sentence: 22.2666666667 23.4991977007 95% => OK
Discourse Markers: 6.73333333333 5.21951772744 129% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 21.0 10.2758426966 204% => Less positive sentences wanted.
Sentences with negative sentiment : 8.0 5.13820224719 156% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.367532049731 0.243740707755 151% => OK
Sentence topic coherence: 0.0936515199182 0.0831039109588 113% => OK
Sentence topic coherence SD: 0.0746352913189 0.0758088955206 98% => OK
Paragraph topic coherence: 0.204712035352 0.150359130593 136% => OK
Paragraph topic coherence SD: 0.0541204089819 0.0667264976115 81% => OK
Essay readability:
automated_readability_index: 12.6 14.1392134831 89% => Automated_readability_index is low.
flesch_reading_ease: 57.61 48.8420337079 118% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 11.26 12.1639044944 93% => OK
dale_chall_readability_score: 8.25 8.38706741573 98% => OK
difficult_words: 149.0 100.480337079 148% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 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.