The best way to teach is to praise positive actions and ignore negative ones. Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.

The recommendation presents a view that I would agree is successful most of the time, but one that I cannot fully

support

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due to the “all or nothing” impression it gives.

Certainly

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,Certainly

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as an

educator

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,educator

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I agree fully that the best way to elicit a positive response from

students

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is to make use of

students

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’ positive energy and

then

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encourage

actions

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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.

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blanket

statement

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would obviously pay dividends in situations in which a

teacher

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desires to have

students

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repeat particular behaviours.

For example

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, if an educator is attempting to teach

students

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proper classroom etiquette, it would be appropriate to openly praise a

student

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who raises his or her hand when wishing to speak or address the class. In

such

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cases, the

teacher

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may

also

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help shape positive behaviours by ignoring a

student

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who is trying to interject without approval from the

teacher

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. In fact, the decision to ignore

students

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who are exhibiting inappropriate behaviours of

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type could work very well in

this

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situation, as the stakes are not very high and the intended outcome can likely be achieved by

such

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a method.

However

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, it is important to note here that

this

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tactic would only be effective in

such

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a “low-stakes” situation, as when a

student

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speaks without raising her hand

first

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. As we will discuss below, ignoring a

student

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who hits another

student

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, or engages in more serious misbehaviours, would not be effective or prudent. To expand on

this

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point, it is important for teachers to be careful when working with the

second

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half of

this

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statement

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, only ignoring negative

actions

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that are not serious. Take

for instance

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a

student

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who is misbehaving just by chatting with a fellow classmate.

This

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student

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might not be presenting much of a problem and

maybe

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may be

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simply seeking attention. Ignoring the

student

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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

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. To ignore these negative

actions

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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

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quickly and properly could stop the problem in its tracks. It is for reasons like

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that I do not advocate the idea that a

teacher

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can be successful by simply ignoring negative

actions

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. I do,

however

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, greatly

support

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the idea that the central focus of teaching should be to build on and encourage positive

actions

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.

However

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, the author’s all-encompassing

statement

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leaves too many negative possibilities for the classroom. Perhaps a better way to phrase

this

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statement

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would be to say, “The best way to teach is to praise positive

actions

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and ignore negative ones that are not debilitating to class efficiency or the safety of any individual”.

Thus

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, in the original

statement

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, there are indeed some good intentions, and there could be a lot of merit in adopting its basic principles. Data proves that positive

support

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can substantially increase motivation and desire in

students

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and contribute to positive achievements. In fact, most studies of teaching efficacy indicate that praising positive

actions

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and ignoring negative ones can create a more stable and efficient classroom. It needs to be stressed,

however

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, that

this

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tool is only effective at certain levels of misbehaviour. As mentioned above, when the

behaviour

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is precipitated by feelings of revenge, power or total self-worthlessness,

this

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methodology will likely not work. It is likely to be very successful,

however

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, when the driver behind the misbehaviour is simple attention-seeking. In many of these instances, if the

teacher

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demonstrates clearly that inappropriate

behaviour

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does not result in the gaining of attention,

students

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are more likely to seek attention by behaving properly. Should the

student

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choose

this

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path,

then

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the ignoring has worked and when the positive

behaviour

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is exhibited,

then

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the

teacher

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can utilize the

first

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part of the theory and

support

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or praise

this

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behaviour

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. Now it is much more likely to be repeated. If the

student

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does not choose

this

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path and

instead

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elects to raise the

actions

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to a higher level that presents a more serious issue,

then

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ignorance alone cannot work and other methods must be employed. In conclusion, one can appreciate the credo expressed in

this

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instance, but surely we all can see the potential error of following it through to the extreme.