proposition of correctness

It is really important to know how to participate effectively in a classroom or a meeting. In this regard, there have been some debates among people and students about how to tell the leader an incorrect point is stated in the meeting. In my opinion, waiting until finishing the meeting or classroom and then talking to the teacher or the meeting leader is the best possible choice. I will elaborate more on this in what follows. To begin with, it might be disrespectful if someone just right away tries to correct the speaker. Usually, speakers are more knowledgeable or experienced so others should respect them. These corrections in front of others can hurt their reputation and it might cause a negative attitude towards whom tries to correct them. I can mention my personal experience as a compelling example. When I was in high school, one of my friends in a class just tried to say the math teacher that he solved the problem incorrectly. Then the teacher found that he was true but he formed a negative opinion about my friend. This opinion makes him very angry at him even by doing any little mistake in class. Furthermore, this way of proposing an incorrect point in the middle of a meeting is not beneficial for the participants and the speaker. A meeting leader or a teacher does not have time during a meeting or a class to stop and think about an incorrect point because it might waste a lot of time especially when the participant who proposes the mistake thinks incorrectly. Therefore, by asking that point after the finishing of a meeting, the leaders have time to think about the point and consider it carefully. As an example, a lot of faculties in my university ask students to do the same thing and they wait in class after completing a lecture to let students ask what they want. If there had been a wrong point in the lecture, they corrected it in the next lecture. In conclusion, I believe a student or in general everyone who participates in a class or a meeting must wait until the end and then talk to the teacher or the meeting leader about false sections. This approach is more beneficial because it is a more respectful way to propose a wrong part of the lecture and also gives the teacher enough time to think about any claim about the correctness of the lecture and inform others about it.