When students are in large classes it is very hard for the teachers to give every student individual attention. What can educational authorities do about this?
Nowadays, due to the rising population and a limited number of educational institutions high numbers of students are being admitted to a single institution. Classrooms are accommodating a considerable number of students which is quite problematic for faculty members to reserve time for each and every student considering the difficulty level of educational studies and quantity of time required if they try to allocate it for each individual. These problems can be resolved substantially if educational management distributes all students into groups and allocate separate days for students who are weak or the ones who cannot understand easily. Further, the state should be responsible in the long term to establish and develop more and more educational institutions to cater and serve rising educational needs.
Firstly, the school/college authorities should divide all the pupils into groups by keeping in view the previous examination results so that in each group there could be a blend of high IQ and average IQ students. For instance, the high achievers can help and teach the weak students in their group to keep up with the studies. The authorities can announce some sought of incentives for all these top scorers in the form of scholarships. This example illustrates that forming groups of different mental capabilities will help the weak and relieve the heavy workload for teachers. The suggestion of segregating pupils into small factions will serve quite a bit in good grades of weaker students whom the teachers are unable to pay attention.
Secondly, the authority of educational institutions should allocate a separate day apart from working days to pay dedicated attention to poor grade achievers. For instance, on weekends schedule should be announced in which every interested student can come and discuss the problems at ease with the subject teacher. This idea will result in improvement of students with poor results and make them more motivated about the subject they were initially afraid off. Thirdly, the state authorities should plan a long-term strategy for building a large number of school, colleges and university by considering the growth in population and budgetary constraints. This will support in reducing the pressure on existing institutions as well as create a more competitive environment.
To conclude, all the existing and already established educational institution are trying their level best to provide education but keeping in mind huge quantity of students it is quite unrealistic to expect from these to pay all the students dedicated time. The solutions suggested earlier, splitting students into different groups, allocating one day in weekends and developing new institutions are both short term and long term. These problems can also be arrested easily if students can be encouraged to do more self-study
Grammar and spelling errors:
Line 3, column 10, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... are unable to pay attention. Secondly, the authority of educational institution...
^^
Line 3, column 451, Rule ID: I_AFRAID[9]
Message: The adjective afraid is used with 'to': 'afraid to off'.
Suggestion: afraid to off
...d about the subject they were initially afraid off. Thirdly, the state authorities should ...
^^^^^^^^^^
Line 3, column 540, Rule ID: LARGE_NUMBER_OF[1]
Message: Specify a number, remove phrase, or simply use 'many' or 'numerous'
Suggestion: many; numerous
... plan a long-term strategy for building a large number of school, colleges and university by cons...
^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, first, firstly, if, second, secondly, so, third, thirdly, well, apart from, for instance, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 13.1623246493 122% => OK
Auxiliary verbs: 17.0 7.85571142285 216% => Less auxiliary verb wanted.
Conjunction : 19.0 10.4138276553 182% => OK
Relative clauses : 7.0 7.30460921844 96% => OK
Pronoun: 16.0 24.0651302605 66% => OK
Preposition: 61.0 41.998997996 145% => OK
Nominalization: 14.0 8.3376753507 168% => OK
Performance on vocabulary words:
No of characters: 2416.0 1615.20841683 150% => OK
No of words: 447.0 315.596192385 142% => Less content wanted.
Chars per words: 5.40492170022 5.12529762239 105% => OK
Fourth root words length: 4.59808378696 4.20363070211 109% => OK
Word Length SD: 3.01378070616 2.80592935109 107% => OK
Unique words: 229.0 176.041082164 130% => OK
Unique words percentage: 0.512304250559 0.561755894193 91% => More unique words wanted or less content wanted.
syllable_count: 759.6 506.74238477 150% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 5.43587174349 92% => OK
Article: 8.0 2.52805611222 316% => Less articles wanted as sentence beginning.
Subordination: 0.0 2.10420841683 0% => More adverbial clause wanted.
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 17.0 16.0721442886 106% => OK
Sentence length: 26.0 20.2975951904 128% => The Avg. Sentence Length is relatively long.
Sentence length SD: 49.662389604 49.4020404114 101% => OK
Chars per sentence: 142.117647059 106.682146367 133% => OK
Words per sentence: 26.2941176471 20.7667163134 127% => OK
Discourse Markers: 6.52941176471 7.06120827912 92% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 3.0 5.01903807615 60% => OK
Sentences with positive sentiment : 9.0 8.67935871743 104% => OK
Sentences with negative sentiment : 7.0 3.9879759519 176% => OK
Sentences with neutral sentiment: 1.0 3.4128256513 29% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.291604354783 0.244688304435 119% => OK
Sentence topic coherence: 0.0965190940491 0.084324248473 114% => OK
Sentence topic coherence SD: 0.0481413392536 0.0667982634062 72% => OK
Paragraph topic coherence: 0.185873971067 0.151304729494 123% => OK
Paragraph topic coherence SD: 0.0228297708678 0.056905535591 40% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 17.1 13.0946893788 131% => OK
flesch_reading_ease: 36.63 50.2224549098 73% => OK
smog_index: 13.0 7.44779559118 175% => OK
flesch_kincaid_grade: 14.6 11.3001002004 129% => OK
coleman_liau_index: 14.34 12.4159519038 115% => OK
dale_chall_readability_score: 8.88 8.58950901804 103% => OK
difficult_words: 112.0 78.4519038076 143% => OK
linsear_write_formula: 22.0 9.78957915832 225% => Linsear_write_formula is high.
gunning_fog: 12.4 10.1190380762 123% => OK
text_standard: 15.0 10.7795591182 139% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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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.