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2016年考研英语阅读材料:Those who can[1]

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2016年考研英语阅读材料:Those who can[1]考研
  2016年考研英语阅读材料:Those who can
  IMAGINE a job where excellence does nothing to improve your pay or chances of promotion, and failure carries little risk of being sacked. Your pay is low for your qualifications―but at least the holidays are long, and the pension is gold-plated.
  Teaching ought to be a profession for hard-working altruists who want to improve children's life prospects. But all too often school systems seem designed to attract mediocre timeservers. Many Mexican teachers have inherited their jobs; Brazilian ones earn less than other public servants, and retire much earlier. Each school-day a quarter of Indian teachers play truant. In New York it is so hard to sack teachers that even those accused of theft or assault may be parked away from pupils, doing “administrative tasks” on full pay, sometimes for years.
  You can find outstanding individuals in the worst school systems. But, as lazy and incompetent teachers get away with slacking, the committed ones often lose motivation. In America and Britain surveys find plummeting morale. Jaded British teachers on online forums remind each other that it is just a few months till the long summer break―and just a few years till retirement. No wonder so many children struggle to learn: no school can be better than those who work in it.
  Yet it is possible to persuade the hardworking and ambitious to teach. Finland pays teachers modestly but manages them well; ten graduates apply for each training place. South Korea recruits teachers from the top 5% of school-leavers and promises them fat pay cheques. In both countries teachers are revered―and results are among the world's best.
  Even where the profession is in disrepute, high-flyers can be lured into the classroom. Teach for America, which sends star graduates from elite universities for two-year stints in rough schools, is being copied around the globe. Private employers snap up its alumni―but many stay in teachin考研