First of all, the teacher or leader could be exposed to an uncomfortable situation pointing him or her a mistake in front of a class or an audience. When most of the teacher would react immediately thanking who corrected him or her and addressing the problem, others could react differently. For example, a very insecure teacher could feel the situation as an aggression and harm the relationship with the student. On the contrary, a very arrogant teacher could be upset for the interruption and even get anger with the student. When I was a student during a very complex mathematics class, our regular teacher was sick and a substitute gave us the class that day. I could notice he was a little insecure explaining such a difficult topic and he did a little mistake when explaining a problem. During the break, I approached to him and let him know what I was considering a mistake in his calculations. Immediately after the break, he corrected himself in front of the class and thanked me for the help. I think he gave a fantastic class after that.
Secondly, student could be wrong and trying to correct a teacher or leader when he or she did not commit any error, could be an error. Frequently, teachers are right and consequently who mistakenly correct them by interrupting a class could be leave in evidence in front of the class. My personal own experience is a compelling example of this. When I was in grade 12, my grammar teacher gave us a very short and what I thought it was a childish poem to analyse. After the class, I approached her pointing this to her. For my surprise, she was completely right; what she gave us was a haiku, a Japanese poem with the characteristic of being very short and very effective in the simplification of its meaning.
In conclusion, I strongly believe that the best thing to do when a student believes a teacher or leader is making a mistake when performing a class is to be discreet and wait for the right moment to be alone with the teacher to point out the issue. This is because it would avoid possible uncomfortable situations in front of the class and because most of the time teacher are right.
Transition Words or Phrases used:
consequently, first, if, second, secondly, so, for example, i think, in conclusion, first of all, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 15.1003584229 146% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 20.0 13.8261648746 145% => OK
Relative clauses : 12.0 11.0286738351 109% => OK
Pronoun: 45.0 43.0788530466 104% => OK
Preposition: 37.0 52.1666666667 71% => OK
Nominalization: 7.0 8.0752688172 87% => OK
Performance on vocabulary words:
No of characters: 1767.0 1977.66487455 89% => OK
No of words: 384.0 407.700716846 94% => More content wanted.
Chars per words: 4.6015625 4.8611393121 95% => OK
Fourth root words length: 4.4267276788 4.48103885553 99% => OK
Word Length SD: 2.83187649242 2.67179642975 106% => OK
Unique words: 169.0 212.727598566 79% => More unique words wanted.
Unique words percentage: 0.440104166667 0.524837075471 84% => More unique words wanted or less content wanted.
syllable_count: 546.3 618.680645161 88% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 9.59856630824 115% => OK
Article: 4.0 3.08781362007 130% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 0.0 1.86738351254 0% => OK
Preposition: 4.0 4.94265232975 81% => OK
Performance on sentences:
How many sentences: 17.0 20.6003584229 83% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 47.0774962954 48.9658058833 96% => OK
Chars per sentence: 103.941176471 100.406767564 104% => OK
Words per sentence: 22.5882352941 20.6045352989 110% => OK
Discourse Markers: 6.64705882353 5.45110844103 122% => OK
Paragraphs: 3.0 4.53405017921 66% => More paragraphs wanted.
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 5.0 11.8709677419 42% => More positive sentences wanted.
Sentences with negative sentiment : 11.0 3.85842293907 285% => Less negative sentences wanted.
Sentences with neutral sentiment: 1.0 4.88709677419 20% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.155559686554 0.236089414692 66% => OK
Sentence topic coherence: 0.0579693688724 0.076458572812 76% => OK
Sentence topic coherence SD: 0.0483898647259 0.0737576698707 66% => OK
Paragraph topic coherence: 0.131417720503 0.150856017488 87% => OK
Paragraph topic coherence SD: 0.0433472278951 0.0645574589148 67% => OK
Essay readability:
automated_readability_index: 11.5 11.7677419355 98% => OK
flesch_reading_ease: 66.07 58.1214874552 114% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 9.5 10.1575268817 94% => OK
coleman_liau_index: 9.7 10.9000537634 89% => OK
dale_chall_readability_score: 7.56 8.01818996416 94% => OK
difficult_words: 69.0 86.8835125448 79% => More difficult words wanted.
linsear_write_formula: 11.0 10.002688172 110% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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We are expecting: No. of Words: 350 while No. of Different Words: 200
Minimum four paragraphs wanted.
Rates: 60.0 out of 100
Scores by essay e-grader: 18.0 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.