A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught.
Some people believe that a teacher's ability to teach excellent knowledge of the subject is the most important part of teaching. However, in my opinion, I disagree and think that a teacher's ability to relate well with students is more important than excellent knowledge of the subject being taught. I present two reasons for my thinking.
First of all, if a teacher can relate well with students then he can understand what the student needs for improvement. Many teachers nowadays teach big concepts like Organic Chemistry, Machine Learning, Quantum mechanics and many more without knowing if the student is able to understand it or not. Most of the time, students are just stuck on a simple problem which they can not understand just because the teacher does not have time for silly questions. However, there should be a strong basic knowledge of the subject before advanced topics are taught. For example, In my undergrad, there was a weak student named Nikhil, he was studying advanced computer science subjects like Natural Language Processing but he was very weak at Data Structure and Algorithms. After failing a midterm exam, he contacted the professor for help and just after several months of one on one extra classes, he was doing great in Natural Language Processing. Understanding what a student is going through is an essential part of the teaching and can truly unlock the student's potential. Thus, teacher's ability to understand the situation is important.
Secondly, students often admire the teacher's who understand them and try to imitate them. If a teacher is helping the students to overcome any situation like problems in academics or personal, then students often admire that teacher and try to take interest in the teacher's subject. This interest can sometimes grow into something important like becoming interested in the research that the teacher is doing. For example, In my undergrad, I was struggling with the Soft Computing Techniques, a subject offered in my program. After some tries I contacted my teacher, Dr Amit Kumar Prasad who helped me with the subject. Now, I have gained so much interest in Soft Computing that I published a research paper under Dr. Amit Kumar. Thus, teachers' ability to relate can sometimes be beneficial for both students and teachers.
In conclusion, there may be some students who don't need teachers to understand the subject, but for the majority of the students this is not the case. Thus, the teacher's ability to understand what students need is more important than teaching excellent concepts.
Grammar and spelling errors:
Line 1, column 28, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
Some people believe that a teachers ability to teach excellent knowledge of...
^^^^^^^^
Line 1, column 181, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...my opinion, I disagree and think that a teachers ability to relate well with students is...
^^^^^^^^
Line 5, column 65, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
... admire the teachers who understand them and try to imitate them. If a teacher is...
^^
Line 7, column 47, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...clusion, there may be some students who dont need teachers to understand the subject...
^^^^
Line 7, column 162, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'teachers'' or 'teacher's'?
Suggestion: teachers'; teacher's
...tudents this is not the case. Thus, the teachers ability to understand what students nee...
^^^^^^^^
Transition Words or Phrases used:
but, first, however, if, may, second, secondly, so, then, thus, well, for example, in conclusion, first of all, in my opinion
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 15.1003584229 139% => OK
Auxiliary verbs: 10.0 9.8082437276 102% => OK
Conjunction : 12.0 13.8261648746 87% => OK
Relative clauses : 9.0 11.0286738351 82% => OK
Pronoun: 29.0 43.0788530466 67% => OK
Preposition: 48.0 52.1666666667 92% => OK
Nominalization: 4.0 8.0752688172 50% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2150.0 1977.66487455 109% => OK
No of words: 420.0 407.700716846 103% => OK
Chars per words: 5.11904761905 4.8611393121 105% => OK
Fourth root words length: 4.52701905584 4.48103885553 101% => OK
Word Length SD: 2.6960792899 2.67179642975 101% => OK
Unique words: 199.0 212.727598566 94% => More unique words wanted.
Unique words percentage: 0.47380952381 0.524837075471 90% => More unique words wanted or less content wanted.
syllable_count: 651.6 618.680645161 105% => OK
avg_syllables_per_word: 1.6 1.51630824373 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 4.0 3.51792114695 114% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 42.4161231137 48.9658058833 87% => OK
Chars per sentence: 107.5 100.406767564 107% => OK
Words per sentence: 21.0 20.6045352989 102% => OK
Discourse Markers: 6.25 5.45110844103 115% => OK
Paragraphs: 4.0 4.53405017921 88% => OK
Language errors: 5.0 5.5376344086 90% => OK
Sentences with positive sentiment : 14.0 11.8709677419 118% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.457795154389 0.236089414692 194% => OK
Sentence topic coherence: 0.158854980579 0.076458572812 208% => Sentence topic similarity is high.
Sentence topic coherence SD: 0.168855047661 0.0737576698707 229% => The coherence between sentences is low.
Paragraph topic coherence: 0.36217554219 0.150856017488 240% => OK
Paragraph topic coherence SD: 0.163477421364 0.0645574589148 253% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 13.2 11.7677419355 112% => OK
flesch_reading_ease: 50.16 58.1214874552 86% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 11.5 10.1575268817 113% => OK
coleman_liau_index: 12.42 10.9000537634 114% => OK
dale_chall_readability_score: 7.91 8.01818996416 99% => OK
difficult_words: 86.0 86.8835125448 99% => OK
linsear_write_formula: 10.5 10.002688172 105% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 12.0 10.247311828 117% => OK
What are above readability scores?
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Better to have 5 paragraphs with 3 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: conclusion.
So how to find out those reasons. There is a formula:
reasons == advantages or
reasons == disadvantages
for example, we can always apply 'save time', 'save/make money', 'find a job', 'make friends', 'get more information' as reasons to all essay/speaking topics.
or we can apply 'waste time', 'waste money', 'no job', 'make bad friends', 'get bad information' as reasons to all essay/speaking topics.
Rates: 66.6666666667 out of 100
Scores by essay e-grader: 20.0 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.