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.
Some may say a rigorous and demanding teacher is more effective than a empathetic and understanding one. I mostly agree with the position that the most important qualities of a teacher are understanding and empathy as it facilitates a bond of trust. A rigorous and demanding teacher, for the most part, impedes a supportive learning environment.
Firstly, a teacher can establish a bond of trust with the student by being understanding and empathetic. This, in turn, leads to a more effective teaching environment. If the student is having a hard time on a certain concept, then the student is comfortable enough to go and ask the teacher for help. In this way, the student is taking charge of his or her own academics and striving to do well. Additionally, during times of stress, the student can confide in the teacher of their struggles. Consequently, it keeps the teacher knowledgeable of the student’s mental health, who can then can cater to the student to make sure they are doing well. When teachers are understanding and empathetic, students are more willing to share feedback of the class as well. Suppose if most of the students are kinesthetic learners rather than visual learners. They can express their concerns about the way the class is being run and in turn the teacher can formulate the curriculum to effectively deliver the knowledge. These examples show that an understanding and empathetic teacher is conducive to effectiveness.
Alternatively, teachers who are rigorous and demanding in their expectations can hinder a student’s learning. As they are not understanding, students are less likely to talk to the teacher about concerns they may have about their personal or school life. In turn, there is not a collaborative environment in which a student can properly excel. Along the same line, such teaching style ignores the student’s individuality and capabilities. Students who have learning disabilities can not perform to the same standards as other kids their age. Demanding the most out of students will discourage those who cannot meet those expectations.
However in some cases, being a rigorous and demanding teacher can being out the best in a student. Take, for example, a student who is doing very well in class without trying. A rigorous and demanding teacher may provide that student elaborate assignments or suggest that the student take a harder course to make sure his or her capabilities are being used to the full extent. Such a teacher inspires the student to delve deeper into their strengths and reveal more about themselves than in a supportive environment.
All in all, I mostly agree with the position that an effective teacher is understanding and empathetic. Compared to a demanding and rigorous teacher, understanding and empathy fosters a bond of trust between teacher and student. In some cases nonetheless, a demanding and rigorous teacher can tease out a student’s potential.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-01-27 | LauraTing | 66 | view |
| 2023-11-07 | ibralieah1030 | 66 | view |
| 2023-06-23 | the.umair__ | 83 | view |
| 2023-06-23 | the.umair__ | 66 | view |
| 2023-02-20 | HSNDEK | 47 | view |
- Every individual in a society has a responsibility to obey just laws and to disobey and resist unjust laws 50
- Society should identify those children who have special talents and provide training for them at an early age to develop their talents 54
- The best way to teach is to praise positive actions and ignore negative ones 50
- The luxuries and conveniences of contemporary life prevent people from developing into truly strong and independent individuals 50
- Claim No act is done purely for the benefit of others Reason All actions even those that seem to be done for other people are based on self interest 82
Grammar and spelling errors:
Line 1, column 10, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'saith', 'says'.
Suggestion: saith; says
Some may say a rigorous and demanding teacher is mor...
^^^
Line 1, column 70, 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
...emanding teacher is more effective than a empathetic and understanding one. I mos...
^
Line 1, column 186, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...e most important qualities of a teacher are understanding and empathy as it facilitates a bond of...
^^^^^^^^^^^^^^^^^
Line 3, column 70, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...ish a bond of trust with the student by being understanding and empathetic. This, in turn, leads to...
^^^^^^^^^^^^^^^^^^^
Line 3, column 662, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...sure they are doing well. When teachers are understanding and empathetic, students are more willi...
^^^^^^^^^^^^^^^^^
Line 5, column 119, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
...an hinder a student’s learning. As they are not understanding, students are less likely to talk to th...
^^^^^^^^^^^^^^^^^^^^^
Line 7, column 1, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: However,
...who cannot meet those expectations. However in some cases, being a rigorous and dem...
^^^^^^^
Line 9, column 72, Rule ID: PROGRESSIVE_VERBS[1]
Message: This verb is normally not used in the progressive form. Try a simple form instead.
... the position that an effective teacher is understanding and empathetic. Compared to a demanding...
^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
consequently, first, firstly, however, if, may, nonetheless, so, then, well, for example, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 24.0 14.8657303371 161% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 28.0 33.0505617978 85% => OK
Preposition: 55.0 58.6224719101 94% => 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: 2473.0 2235.4752809 111% => OK
No of words: 478.0 442.535393258 108% => OK
Chars per words: 5.17364016736 5.05705443957 102% => OK
Fourth root words length: 4.67581127817 4.55969084622 103% => OK
Word Length SD: 3.08919319829 2.79657885939 110% => OK
Unique words: 206.0 215.323595506 96% => OK
Unique words percentage: 0.430962343096 0.4932671777 87% => More unique words wanted or less content wanted.
syllable_count: 758.7 704.065955056 108% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 0.0 1.77640449438 0% => OK
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 29.5456972308 60.3974514979 49% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 95.1153846154 118.986275619 80% => OK
Words per sentence: 18.3846153846 23.4991977007 78% => OK
Discourse Markers: 3.96153846154 5.21951772744 76% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 8.0 7.80617977528 102% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => 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: 0.442943522673 0.243740707755 182% => OK
Sentence topic coherence: 0.142297919845 0.0831039109588 171% => OK
Sentence topic coherence SD: 0.077709781653 0.0758088955206 103% => OK
Paragraph topic coherence: 0.301307303487 0.150359130593 200% => OK
Paragraph topic coherence SD: 0.087353739732 0.0667264976115 131% => OK
Essay readability:
automated_readability_index: 12.1 14.1392134831 86% => Automated_readability_index is low.
flesch_reading_ease: 53.21 48.8420337079 109% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 12.71 12.1639044944 104% => OK
dale_chall_readability_score: 7.6 8.38706741573 91% => OK
difficult_words: 93.0 100.480337079 93% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 50.0 out of 100
Scores by essay e-grader: 3.0 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.