作文话题:The best way to teach is to praise positive actions and ignore negative ones.
The recommendation presents a view that I would agree is successful most of the time, but one that I cannot fully support due to the all or nothing impression it gives.
Certainly as an educator I agree fully that the best way to elicit positive response from students is to make use of students positive energy and then encourage actions that you would like to see repeated. It is human nature that we all want to be accepted and achieve on some level, and when people in authority provide feedback that we have done something well, the drive to repeat the action that was praised is bound to be particularly strong.
This blanket statement would obviously pay dividends in situations in which a teacher desires to have students repeat particular behaviors. For example, if an educator is attempting to teach students proper classroom etiquette, it would be appropriate to openly praise a student who raises his or her hand when wishing to speak or address the class. In such cases, the teacher may also help shape positive behaviors by ignoring a student who is trying to interject without approval from the teacher. In fact, the decision to ignore students who are exhibiting inappropriate behaviors of this type could work very well in this situation, as the stakes are not very high and the intended outcome can likely be achieved by such a method. However, it is important to note here that this tactic would only be effective in such a low-stakes situation, as when a student speaks without raising her hand first. As we will discuss below, ignoring a student who hits another student, or engages in more serious misbehaviors, would not be effective or prudent.
To expand on this point, it is important for teachers to be careful when working with the second half of this statement, only ignoring negative actions that are not serious. Take for instance a student who is misbehaving just by chatting with a fellow classmate. This student might not be presenting much of a problem and may be simply seeking attention. Ignoring the student might, in fact, be the best solution. Now assume the negative action is the improper administering of chemicals in a science experiment or the bullying of a fellow student. To ignore these negative actions would be absurd and negligent. Now you are allowing a problem to persist, one that could potentially lead to much bigger and more dangerous issues. In a more serious situation, addressing the negative actions quickly and properly could stop the problem it in its tracks. It is for reasons like this that I do not advocate the idea that a teacher can be successful by simply ignoring negative actions.
I do, however, greatly support the idea that the central focus of teaching should be to build on and encourage positive actions. However, the authors all-encompasing statement leaves too many negative possibilities for the classroom. Perhaps a better way to phrase this statement would be to say, The best way to teach is to praise positive actions and ignore negative ones that are not debilitating to class efficiency or the safety of any individual.
Thus, in the original statement, there are indeed some good intentions, and there could be a lot of merit in adopting its basic principles. Data proves that positive support can substantially increase motivation and desire in students and contribute to positive achievements. In fact, most studies of teaching efficacy indicate that praising positive actions and ignoring negative ones can create a more stable and efficient classroom. It needs to be stressed, however, that this tool is only effective at certain levels of misbehavior. As mentioned above, when the behavior is precipitated by feelings of revenge, power or total self-worthlessness, this methodology will likely not work. It is likely to be very successful, however, when the drive behind the misbehavior is simple attention seeking. In many of these instances, if the teacher demonstrates clearly that inappropriate behavior does not result in the gaining of attention, students are more likely to seek attention by behaving properly. Should the student choose this path, then the ignoring has worked and when the positive behavior is exhibited, then the teacher can utilize the first part of the theory and support or praise this behavior. Now it is much more likely to be repeated. If the student does not choose this path and instead elects to raise the actions to a higher level that presents a more serious issue, then ignorance alone cannot work and other methods must be employed.
In conclusion, one can appreciate the credo expressed in this instance, but surely we all can see the potential error of following it through to the extreme.
上述就是6分GRE issue写作模板介绍,大家可以从这篇满分作文中找到一些写作的思路和方法,从而更好地准备GRE写作绩。
状语从句知识点总结:as引导时间状语从句的谓语特点
状语从句知识点总结:so…that与such…that
状语从句知识点总结:英语目的状语从句的用法及有关说明
状语从句知识点总结:引导时间状语从句的五类引导词
状语从句知识点总结:英语结果状语从句的用法及有关说明
状语从句知识点总结:条件状语从句学习指导
状语从句知识点总结: 这个where 引导什么从句
状语从句知识点总结:地点状语从句的四个要点
状语从句知识点总结:引导状语从句的“六类名词”
状语从句知识点总结:目的状语从句学习指导
状语从句知识点总结: unless与if…not…同与异
状语从句知识点总结:基础练习50道(附答案)
状语从句知识点总结:用一般现在时表示将来
状语从句知识点总结:引导比较状语从句的常用关联词
省略句知识点总结:含if的八种省略结构
状语从句知识点总结:比较状语从句与方式状语从句
状语从句知识点总结:although与though的用法区别
状语从句知识点总结:when, while, as的用法区别
状语从句知识点总结:in that 作为连词的用法
状语从句知识点总结:It be…since /before /when…从句归纳
状语从句知识点总结:目的和结果状语从句注意事项
状语从句知识点总结:让步状语从句学习指导
状语从句知识点总结:英语时间状语从句的用法及有关说明
状语从句知识点总结:时间状语从句学习指导
状语从句知识点总结:学习地点状语从句的几点注意
状语从句知识点总结:英语八类状语从句的用法归纳
状语从句知识点总结:让步状语从句的常用引导词
状语从句知识点总结:英语原因状语从句的用法及有关说明
省略句知识点总结:谈谈状语从句的省略问题
状语从句知识点总结:状语从句在复合句中的位置
不限 |
英语教案 |
英语课件 |
英语试题 |
不限 |
不限 |
上册 |
下册 |
不限 |