Issue第一练，请批评指点~

jojo_nUID??3236396

总觉得自己的思路收不回来，因此写得东西没有注重往细节去深挖。 请考G前辈们指点~
Issue 24：the best way to teach is to praise positive actions and ignore negative ones.

文:
In the kindergarten school, it’s now time for cleaning the classroom. Lily is making the teacher’s table sedulously, whilst little Tom and Jerry is just trying to make a little small device which can help them do the cleaning automatically which unfortunately goes into the opposite direction. After all the cleaning work is done, Lily gets a nice red flower as praise from the teacher for her hard working, meanwhile, when other students get different level of praise, the teacher never mentions Tom and Jerry.

The phenomenon mentioned above is not a particular example for it seems to be rife in many places. In a class, teachers always praise those who act properly according to the teachers’ criteria. However, those who deviate the criteria are always ignored. Is it a good way just to praise positive actions and ignore negative actions? I doubt it.

Firstly, I do agree the positive effect by praising positive actions in class. This judgment is simply based on human nature—nearly everyone hopes to be praised by the surroundings about what they have done, and if they get appreciation, it is most possible that such kind of action will be repeated and the individual get praised may become more optimistic and active, which absolutely is a ideal outcome by praise. From the other side, those negative actions ignored will never be repeated again. The dual effect duplicates the outcomes. And there have been empirical evidence supporting the judgment above. Dr. Friedman held out an experiment in a high school ( mainly junior students in high school to exclude the effect of stimulation from the college university entrance examination) in order to correlate their quarterly study performance with the teachers’ response to them. He finds out that at time t, when the well-performed students gets high praise from their teachers, at the t+1 time, both the previous well-performed students and over half of the previous less well-performed students get higher scores than time t.

Above is the positive outcome of praising and ignoring, where the circumstance is mainly circumscribed to the “performance”, say, the scores. But when we hope to enlarge the compass—teaching outcome subsumes many other aspects except just the score performances.

Yet in the experiment conducted by Dr Friedman, we will at least not hope negative effect by ignoring someone who performs bad in the exam, in other situations, a student is always playing knives in the classroom, which has to be related to possible hurt towards other students. If under such conditions, the teacher still ignores the bad behavior, it is not eligible. Whilst she/ he should guides the student to the proper way.

So, to some extent, both praising positive actions and ignoring negative ones will induce satisfying outcomes. Still, for other levels of negative actions which mainly contains even negative externalities for others, teachers should not just ignore it, whilst the proper way is to guide these actions to be much neutral or proper. With this consideration, we can modify the claim in to a more modest way, “ the best way to teach is to praise positive actions and ignore those imharmful negative actions, and negative actions with negative externalities should be guided properly.”  If we want to go deeper about the stamen, even the modified claim is dubious.

To begin a deeper discussion, we need first to give out the definition of “positive action” and “negative action”. There isn't actually scientific and standard criteria among teacher to judge what is “ positive” and “ negative”. So in the claim, “ positive” mainly refers to a good match with teachers’ expectation; and “negative” means deviation from the teachers’ own moral criteria. With the publicly recognized axiom that all human beings are with limit rationality, how can we expect all the teachers judge the students’ behavior scientifically? If all the teachers use their own criteria to make discrimination among different groups, Tom and Jerry’s creative thinking must be ignored at last. The duty of teachers is not to put all the students into the “positive side” in the teachers’ criteria—what they need do is to guide students into critical and independent thinking—students don't need to act morally homogeneously.

To put it more scientific and reasonable, the best way to teach is to guide students into critical and independent thinking. With those activities containing negative externalities towards the neighboring students, teachers need to guide them into proper manners.

小海洋UID??3530868

看了个开头和结尾，例子举得非常吸引人，语言挺流畅，有些句子的介词没有用好，比如最后一句的"with"。