Imagine that you are in a classroom or a meeting The teacher or the meeting leader says something incorrect In your opinion which of the following is the best thing to do Interrupt and correct the mistake right away Wait until the class or meeting is over | TOEFL IELTS GMAT GRE SAT ACT PTE ESL

Essay topics:

Imagine that you are in a classroom or a meeting. The teacher or the meeting leader says something incorrect. In your opinion, which of the following is the best thing to do?

— Interrupt and correct the mistake right away.

— Wait until the class or meeting is over and the people are gone, and then talk to the teacher or meeting leader.

— Say nothing.

Use specific reasons and examples to support your answer.

As a human being, it is quite natural to make mistakes while speaking deliberately or unwillingly. However, it is also the responsibility of the nearby audiences to draw his attention and help him to rectify the mistake. So, there can be some ways to help him to overcome his mistake. One may pause him just after the mistake or one may can wait until his delivery is completed. There are another group of people who actually don't care about others and they like to maintain silence even they find the mistake. Although it is a personal choice, however, I feel that mistake during a meeting or in the class by the respected member should be corrected after the event is terminated. That means, I am going with the second option and I will provide three specific reasons behind my position.

To begin with, meeting leader or the class teacher is a respected and highly honored person. They are in those positions because of their knowledge, skills and experience. So, their mistakes should be rectified in the most sincere way. It often creates a good impression about that person. For instance, whenever I was a student of BUET, I found a crucial mistake by a mathematics professor in the class. However, I didn't make any complain that time. I just waited for the termination of the class and then personally met the teacher and drew his attention on that topic. The teacher was amazed with my sincerity and attention and highly praised me. He further expressed his disappointment that no other students complained about it. In addition, he supported my patience and advised me to maintain decorum and ethics in the class in front of everyone. From that experience, I have learnt that your team leader or teacher would feel comfortable if you sincerely drew their attention to amend a mistake personally, not in front of others.

Secondly, personal discussion can result in effective outputs in the future than other two options. It is because the team leader or a teacher will be well alerted about his mistake if it is politely and personally addressed. If it is exposed in front of everyone, it is possible that the leader or teacher would be aggressive and tried to hide their mistakes by explaining something inappropriate or wrong. As a consequence, the students would not realize that there were some mistakes in the conveyed information and they would learn it. Same goes when all remained silent about the mistake. In contrast, whenever a teacher or a leader is privately acknowledged about his mistake, he felt guilty and in very next day he referred his mistakes and provides further explanations and knowledge on that topic. So it would be an effective lesson for both sides. For instance, my professor from the example above confessed the mistake in the next class and provided vast explanations on that topic which were very helpful. So a personal meeting can result in a possible outcome from a mistake.

Finally, any immediate interruption or silence may bring negative consequences to individual or collectively. People who aggressively tried to correct the mistake, may be the target of a particular leader or teacher. As a consequence, it might affect his promotion or grade. For instance, one of my colleague showed audacity to the CEO of our organization and he was retained in the same position for last three years. Also, sometimes the teacher or leader willingly makes mistake to judge the attention level of his followers. So, if nobody responses, they will consider it as an inattentive attitude, and they might be under severe punishment. So, remained silent is not always the good indicator like as being audacious in every case.

To summarize, personally I find the second option more suitable than the remaining as it is a sincere, effective and best techniques in all cases.

Votes

Essay Categories

Independent TOEFL Writing

Comments

Essay evaluations by e-grader

Grammar and spelling errors:
Line 1, column 398, Rule ID: THERE_RE_MANY[3]
Message: Possible agreement error. Did you mean 'groups'?
Suggestion: groups
...elivery is completed. There are another group of people who actually dont care about ...
^^^^^
Line 1, column 427, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...re another group of people who actually dont care about others and they like to main...
^^^^
Line 3, column 417, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: didn't
...tics professor in the class. However, I didnt make any complain that time. I just wai...
^^^^^

Transition Words or Phrases used:
actually, also, finally, however, if, may, second, secondly, so, then, well, while, for instance, i feel, in addition, in contrast, in all cases, to begin with

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 30.0 15.1003584229 199% => OK
Auxiliary verbs: 20.0 9.8082437276 204% => Less auxiliary verb wanted.
Conjunction : 35.0 13.8261648746 253% => Less conjunction wanted
Relative clauses : 16.0 11.0286738351 145% => OK
Pronoun: 74.0 43.0788530466 172% => Less pronouns wanted
Preposition: 70.0 52.1666666667 134% => OK
Nominalization: 25.0 8.0752688172 310% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 3173.0 1977.66487455 160% => OK
No of words: 645.0 407.700716846 158% => Less content wanted.
Chars per words: 4.91937984496 4.8611393121 101% => OK
Fourth root words length: 5.03952876749 4.48103885553 112% => OK
Word Length SD: 2.81216378049 2.67179642975 105% => OK
Unique words: 295.0 212.727598566 139% => OK
Unique words percentage: 0.457364341085 0.524837075471 87% => More unique words wanted or less content wanted.
syllable_count: 1025.1 618.680645161 166% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 20.0 9.59856630824 208% => Less pronouns wanted as sentence beginning.
Article: 2.0 3.08781362007 65% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 5.0 4.94265232975 101% => OK

Performance on sentences:
How many sentences: 35.0 20.6003584229 170% => OK
Sentence length: 18.0 20.1344086022 89% => OK
Sentence length SD: 40.6476748337 48.9658058833 83% => OK
Chars per sentence: 90.6571428571 100.406767564 90% => OK
Words per sentence: 18.4285714286 20.6045352989 89% => OK
Discourse Markers: 4.54285714286 5.45110844103 83% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 3.0 5.5376344086 54% => OK
Sentences with positive sentiment : 17.0 11.8709677419 143% => OK
Sentences with negative sentiment : 14.0 3.85842293907 363% => Less negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.163483627247 0.236089414692 69% => OK
Sentence topic coherence: 0.0400053460316 0.076458572812 52% => OK
Sentence topic coherence SD: 0.0489702341253 0.0737576698707 66% => OK
Paragraph topic coherence: 0.0872698780684 0.150856017488 58% => OK
Paragraph topic coherence SD: 0.0421455674873 0.0645574589148 65% => OK

Essay readability:
automated_readability_index: 11.0 11.7677419355 93% => Automated_readability_index is low.
flesch_reading_ease: 53.21 58.1214874552 92% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 10.3 10.1575268817 101% => OK
coleman_liau_index: 11.26 10.9000537634 103% => OK
dale_chall_readability_score: 8.03 8.01818996416 100% => OK
difficult_words: 143.0 86.8835125448 165% => OK
linsear_write_formula: 8.0 10.002688172 80% => OK
gunning_fog: 9.2 10.0537634409 92% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?

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Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.

Essay evaluations by e-grader

Transition Words or Phrases used:
actually, also, finally, however, if, may, second, secondly, so, then, well, while, for instance, i feel, in addition, in contrast, in all cases, to begin with

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments