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 expectation. Well I fall into both of the categories. I do believe that the teacher should be understanding and empathetic, as students comes from the different backgrounds, with different mindset as well as with the different grasping power. A good teacher is the one who could balance between both of these qualities and all types of the student. Being understanding and empathetic helps teacher to achieve that.
Lets understand this with the help of a scenario, suppose a very bright student is going through some family problems or is being bullied by his classmates. Obviously, in this situation he may not be able to concentrate or focus on his studies and his performance may drop drastically. In this situation a teacher having an empathy or understanding could understand the mental state of the student and could help the student by speaking to him and councelling him to overcome it. Insteaded of burdrning him with the demands or expectations. As in this kind of situations even students know that they are not performing well but they couldn’t help them selves. These demands stress them out and could lead to more negative impact on a student. Hence, I agree that in these kind of situations it is important for a teacher to be emathetic and understanding as being demanding could make the situation worse.
However, I also agree to some extent that teacher could also be regourous or demanding too in some kind of situations. As in my highschool days I have seen my class’s performance improving from a teacher who was regorous and demaning. My class was known for naughty student’s, so a teacher who was empathetic couldn’t survive there, doesn’t matter how skillfull teacher was with the subject. Group of student’s use to make fun of a teacher never paid attention as they knew that the teacher wouldn’t take any harsh actions and can easily fall for emotions.
On the other hand we had a class teacher who was balance of both the things. she was empathetic when she found a student who genuiely needed help. Otherwise whenever she was in the class, she always demanded class to have pindrop silence and full attention. Who ever failed to do that had to stand up for whole lecture. She also demanded that all students to be interactive in her class. So she always use to ask questons to new(student who has not interacted from long time) or random student questions. Hence student had no option but to pay attention. Some student’s even use to give overlook to the topic which will be tought in the class before hand, so that to unerstand it better. This had improved our class’s average performance for that year for her subject. Obviously there were other reasons too for our class to improve performance and she had other qualities too like good command over the subject, empathetic too whenever required, which had helped. But with this example I wanted to show that both the qualities in balance are required to be there for a teacher to deal with the variety of the students.
Grammar and spelling errors:
Line 1, column 80, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...rtant qualities of an effective teacher are understanding and empathy. Others believe that it is ...
^^^^^^^^^^^^^^^^^
Line 1, column 294, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...s. I do believe that the teacher should be understanding and empathetic, as students comes from ...
^^^^^^^^^^^^^^^^
Line 1, column 552, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...qualities and all types of the student. Being understanding and empathetic helps teacher to achieve...
^^^^^^^^^^^^^^^^^^^
Line 1, column 587, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'helps'' or 'help's'?
Suggestion: helps'; help's
...ent. Being understanding and empathetic helps teacher to achieve that. Lets under...
^^^^^
Line 3, column 2, Rule ID: LETS_LET[1]
Message: Did you mean 'Let's'?
Suggestion: Let's
...etic helps teacher to achieve that. Lets understand this with the help of a scen...
^^^^
Line 3, column 649, Rule ID: THEM_SELVES[1]
Message: Did you mean 'themselves'?
Suggestion: themselves
... performing well but they couldn’t help them selves. These demands stress them out and coul...
^^^^^^^^^^^
Line 3, column 768, Rule ID: THIS_NNS[2]
Message: Did you mean 'this kind' or 'these kinds'?
Suggestion: this kind; these kinds
...ct on a student. Hence, I agree that in these kind of situations it is important for a tea...
^^^^^^^^^^
Line 5, column 413, Rule ID: USE_TO_VERB[1]
Message: Did you mean 'used'?
Suggestion: used
...as with the subject. Group of student’s use to make fun of a teacher never paid att...
^^^
Line 7, column 80, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: She
...her who was balance of both the things. she was empathetic when she found a student...
^^^
Line 7, column 150, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Otherwise,
...und a student who genuiely needed help. Otherwise whenever she was in the class, she alwa...
^^^^^^^^^
Line 7, column 405, Rule ID: USE_TO_VERB[1]
Message: Did you mean 'used'?
Suggestion: used
...interactive in her class. So she always use to ask questons to newstudent who has n...
^^^
Line 7, column 405, Rule ID: HE_VERB_AGR[3]
Message: The pronoun 'she' must be used with a third-person verb: 'uses'.
Suggestion: uses
...interactive in her class. So she always use to ask questons to newstudent who has n...
^^^
Line 7, column 506, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
... long time or random student questions. Hence student had no option but to pay attent...
^^^^^
Line 7, column 576, Rule ID: USE_TO_VERB[1]
Message: Did you mean 'used'?
Suggestion: used
...t to pay attention. Some student’s even use to give overlook to the topic which wil...
^^^
Line 7, column 644, Rule ID: BEFORE_HAND[1]
Message: Did you mean 'beforehand'?
Suggestion: beforehand
...topic which will be tought in the class before hand, so that to unerstand it better. This h...
^^^^^^^^^^^
Line 7, column 681, Rule ID: IT_VBZ[1]
Message: Did you mean 'betters', 'wells'?
Suggestion: betters; wells
...ss before hand, so that to unerstand it better. This had improved our class’s average ...
^^^^^^
Transition Words or Phrases used:
also, but, hence, however, if, look, may, so, well, kind of, as well as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 23.0 11.3162921348 203% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 60.0 33.0505617978 182% => Less pronouns wanted
Preposition: 71.0 58.6224719101 121% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2682.0 2235.4752809 120% => OK
No of words: 549.0 442.535393258 124% => OK
Chars per words: 4.88524590164 5.05705443957 97% => OK
Fourth root words length: 4.84053189512 4.55969084622 106% => OK
Word Length SD: 2.78417073175 2.79657885939 100% => OK
Unique words: 246.0 215.323595506 114% => OK
Unique words percentage: 0.448087431694 0.4932671777 91% => More unique words wanted or less content wanted.
syllable_count: 803.7 704.065955056 114% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 4.0 4.38483146067 91% => OK
Performance on sentences:
How many sentences: 28.0 20.2370786517 138% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 44.5646028427 60.3974514979 74% => OK
Chars per sentence: 95.7857142857 118.986275619 81% => OK
Words per sentence: 19.6071428571 23.4991977007 83% => OK
Discourse Markers: 3.21428571429 5.21951772744 62% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 16.0 7.80617977528 205% => Less language errors wanted.
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 9.0 5.13820224719 175% => 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: 0.423996775961 0.243740707755 174% => OK
Sentence topic coherence: 0.124477641522 0.0831039109588 150% => OK
Sentence topic coherence SD: 0.142130091542 0.0758088955206 187% => OK
Paragraph topic coherence: 0.285274869473 0.150359130593 190% => OK
Paragraph topic coherence SD: 0.15590130755 0.0667264976115 234% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 11.4 14.1392134831 81% => Automated_readability_index is low.
flesch_reading_ease: 60.65 48.8420337079 124% => OK
smog_index: 3.1 7.92365168539 39% => Smog_index is low.
flesch_kincaid_grade: 9.5 12.1743820225 78% => OK
coleman_liau_index: 11.08 12.1639044944 91% => OK
dale_chall_readability_score: 7.37 8.38706741573 88% => OK
difficult_words: 97.0 100.480337079 97% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 10.0 11.7820224719 85% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 54.17 out of 100
Scores by essay e-grader: 3.25 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.