Some people think if students are afraid of the teacher it is better. Others see that having a friendly relations is better. what do you think? Discus both points and give us opinion.

It is sometimes said that
teacher
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teachers
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need to scare students to create a better relationship.
While
the alternative view is that a close and friend-like interplay between pupils and
teacher
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teachers
show examples
is better. Personally, I agree with the latter viewpoint since a warm and kind situation will very likely boost individuals' confidence
as well as
their ability to absorb new information.
This
essay will shed some light on
this
issue and explain the writer's point of view.
To begin
with, being hard
to
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on
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students will
results
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result
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in creating a barrier between the learner and the educator.
Furthermore
, frightening
vibe
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vibes
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foster pressure
in
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on
show examples
children, and,
as a consequence
of
this
, they can lose their confidence and courage to ask something to their professor. It is slowly killing their
curiousity
Correct your spelling
curiosity
.
For example
, the old generation used to be beaten up with a
long-wood-stick
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long-wood stick
show examples
if they
can
Wrong verb form
could
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not answer certain problems their teacher gave.
Thus
,
boomer
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a boomer
show examples
is usually stereotyped as a
yes man
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yes-man
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. Meanwhile, if the connection between teachers and their students is made from love, the younger generation will have the feeling of
comfortness
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comfort
and safety in school. They will not be afraid to make mistakes since no one is going to judge him, and, far more, punish him. To illustrate
this
, there is a trend that has been growing nowadays about
prohibitting
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prohibiting
parents yell at their offspring.
Such
habit
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habits
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successfully push kids' curiosity and create a more brave people. In conclusion, the school must make
campuss
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campus
campuses
as
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apply
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the
most cozy
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coziest
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place to learn by creating a trust-love-based interplay between the teachers and the pupils.
Submitted by munthulbawuk on

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Task Achievement
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Introduction/Conclusion Development
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