Given a choice between learning through classroom and learning through events such as field trips, which one do you think is better for a child?
Our educational system has prioritized classroom lessons for ages. Whether be it school or university, the majority of the credits are dedicated to classroom learning. But it is difficult to overlook that children find it as a pretty dull approach. Hence, I think that learning through events such as field trips are better for a child. In what follows, I'll note down a few points to explain the reasons behind my stand.
To begin with, classroom learning tends to provide only bookish knowledge. The chance of getting practical exposure seems slim which makes children incapable of relating their lessons to real-life. Let's take an example of a history class. Most children just bear with history as it is a compulsory part of the curriculum. But when they are taken to a museum and explained about the nomads or the mummies, showing their visual depictions, it helps encourage students at large to add value to their history lessons.
Secondly, for students attending only classroom lessons, it eventually becomes monotonous. Children often tend to lose their interest in studies. For instance, instead of attending class for environmental education, it would be better if students are taken to a field and indulge them in activities like planting, garbage collection etc.. Teachers can explain the lessons at the beginning or end of each activity making the learning process more engaging.
Last but not least, it is of utmost significance for students to learn beyond their textbooks. Field trips are characterized by the capability of developing skills like teamwork and effective communication amongst students. In the long run, such skills are extremely useful as they are responsible for the overall development of individual personality. Let me talk about my personal experience of a school trip here. We were taken to the National Institute of Jute Technology. Once, we were given the demonstration on the production of various jute products, we were divided into groups. Each group was responsible for creating a unique craft with the process we learnt and had to end it up with a presentation.
To conclude, there is no denying the fact that classroom lessons are immensely necessary. Yet if they are not followed by practical exposure through events such as field trips, students fail to relate with the lessons they have obtained through their textbooks.
Grammar and spelling errors:
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...of relating their lessons to real-life. Lets take an example of a history class. Mos...
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Message: Two consecutive dots
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...es like planting, garbage collection etc.. Teachers can explain the lessons at the...
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Transition Words or Phrases used:
but, hence, if, look, second, secondly, so, for instance, i think, such as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 19.0 15.1003584229 126% => OK
Auxiliary verbs: 2.0 9.8082437276 20% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 5.0 11.0286738351 45% => More relative clauses wanted.
Pronoun: 32.0 43.0788530466 74% => OK
Preposition: 55.0 52.1666666667 105% => OK
Nominalization: 10.0 8.0752688172 124% => OK
Performance on vocabulary words:
No of characters: 1997.0 1977.66487455 101% => OK
No of words: 384.0 407.700716846 94% => More content wanted.
Chars per words: 5.20052083333 4.8611393121 107% => OK
Fourth root words length: 4.4267276788 4.48103885553 99% => OK
Word Length SD: 2.86106673353 2.67179642975 107% => OK
Unique words: 220.0 212.727598566 103% => OK
Unique words percentage: 0.572916666667 0.524837075471 109% => OK
syllable_count: 608.4 618.680645161 98% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 9.59856630824 94% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 0.0 3.51792114695 0% => More adverbial clause wanted.
Conjunction: 3.0 1.86738351254 161% => OK
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 23.0 20.6003584229 112% => OK
Sentence length: 16.0 20.1344086022 79% => The Avg. Sentence Length is relatively short.
Sentence length SD: 39.9365280914 48.9658058833 82% => OK
Chars per sentence: 86.8260869565 100.406767564 86% => OK
Words per sentence: 16.6956521739 20.6045352989 81% => OK
Discourse Markers: 3.86956521739 5.45110844103 71% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 2.0 5.5376344086 36% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 5.0 3.85842293907 130% => OK
Sentences with neutral sentiment: 7.0 4.88709677419 143% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.261790862475 0.236089414692 111% => OK
Sentence topic coherence: 0.0703767921521 0.076458572812 92% => OK
Sentence topic coherence SD: 0.124204047219 0.0737576698707 168% => OK
Paragraph topic coherence: 0.146925948673 0.150856017488 97% => OK
Paragraph topic coherence SD: 0.0818869864609 0.0645574589148 127% => OK
Essay readability:
automated_readability_index: 11.4 11.7677419355 97% => OK
flesch_reading_ease: 55.24 58.1214874552 95% => OK
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 12.58 10.9000537634 115% => OK
dale_chall_readability_score: 8.42 8.01818996416 105% => OK
difficult_words: 97.0 86.8835125448 112% => OK
linsear_write_formula: 7.0 10.002688172 70% => OK
gunning_fog: 8.4 10.0537634409 84% => OK
text_standard: 9.0 10.247311828 88% => OK
What are above readability scores?
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Rates: 86.6666666667 out of 100
Scores by essay e-grader: 26.0 Out of 30
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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.