2017英語(yǔ)專(zhuān)業(yè)八級(jí)作文話題：教師離職選擇的六大職業(yè)

　　2016專(zhuān)八改革后專(zhuān)八作文類(lèi)型更趨于題材作文，不僅需要考生對(duì)詞匯及語(yǔ)法的熟悉運(yùn)用更是對(duì)考生思維拓展的一項(xiàng)考察，新東方在線英語(yǔ)專(zhuān)八頻道整理了一系列2017英語(yǔ)專(zhuān)業(yè)八級(jí)作文話題供考生們參考練習(xí)。

　　Teaching, especially these days, is hard work. From long hours, to low pay, to lack of proper resources, and so much more – the challenges of the teaching profession are endless. Teachers take on this tough work day after day, year after year. Until, sometimes, they decide not to anymore.

　　When great teachers turn away from the classroom, schools and students miss out. Perhaps through understanding where they go once they've left the career, we can learn a little bit more about what's causing them to want to leave in the first place. For educators, it's interesting to learn what the career paths of others have looked like, in case you're trying to decide whether or not to make a change.

　　Teaching has a turnover rate that is about 4 percent higher than other professions. About half of the teachers who leave their jobs simply move to another school and continue teaching, but the other half leave the profession all together. So, where do these folks go after they've decided to stop working in a classroom?

　　School Administrator.

　　Perhaps as many as one-third of teachers who leave the classroom move into another "K-12 non-teaching job," according to Brookings Institution. It's wonderful that the field is retaining these professionals, and surely their experience in the classroom will help them make wise and informed decisions as administrators (or other professionals who work in schools). Still, there is something sad about this move, perhaps because an obvious reason for making the change is that administrators earn significantly more money than teachers, and it's interesting to wonder how much of a motivating factor this might be. Of course, not everyone who leaves their classroom teaching job but stays in K-12 education becomes an administrator – former teachers can occupy lots of roles in a school.

　　Professor

　　While elementary school teachers often find their way onto lists of the most stressful jobs out there, professors (at least, the ones who are tenured) are often mentioned on the other side of the equation – as having one of the least stressful jobs. So, who can blame some folks for making this switch? Professionals working in higher education are also viewed differently in our society than K-12 teachers, and they have more autonomy and freedom in terms of their curriculum.

　　Lawyer, Judge.

　　Recently, Dick Startz wrote a piece for Brookings Institution in which he utilized data from the Current Population Survey between 2010 and 2015 to understand where people who left the field of education went next. He found that the most common career path (with more than 6 percent of "the leavers" joining in) was the legal field, composed of lawyers, judges, magistrates, and other judicial workers.

　　Physician and Surgeon.

　　Next up on Startz's list of common career paths for former teachers was the medical track. Just over 6 percent of those who left teaching went on to work as physicians or surgeons, according to the data presented.

　　教學(xué)，尤其是當(dāng)今這個(gè)年代，是一項(xiàng)非常辛苦的工作。教學(xué)職業(yè)的挑戰(zhàn)是無(wú)窮無(wú)盡的——時(shí)間長(zhǎng)工資低、資源匱乏以及其他更多挑戰(zhàn)。教師日復(fù)一日、年復(fù)一年地從事這項(xiàng)辛苦的工作。有時(shí)候，直到有一天他們不想再做教師了。

　　當(dāng)名師都離開(kāi)教室的時(shí)候，那么學(xué)校和學(xué)生就不存在了。或許通過(guò)了解教師離職之后的去向，我們能夠更多地理解促使教師離職的首要原因。對(duì)于教育者來(lái)說(shuō)，了解他人的職業(yè)路線是比較有意思的事，尤其是當(dāng)你在決定是否做出改變的時(shí)候。

　　教學(xué)的轉(zhuǎn)換率比較高，比其他職業(yè)大概高4%。大約有一半的教師在離開(kāi)自己的工作之后僅僅是選擇去了另一個(gè)學(xué)校繼續(xù)教學(xué)，但是另一半的人就完全改變了自己職業(yè)生涯。那么，這些人在決定放棄在教室工作之后，去了哪里呢?

　　學(xué)校管理人員。

　　根據(jù)布魯金斯學(xué)會(huì)的調(diào)查結(jié)果，或許有三分之一的離開(kāi)教室的教師開(kāi)始從事K-12兒童教育的其他非教學(xué)工作。這一領(lǐng)域能夠留住這些教師是非常好的，而且他們?cè)诮淌抑械慕?jīng)驗(yàn)肯定能幫助他們更好地在管理工作中(或者其他在學(xué)校工作的專(zhuān)業(yè)人員)做出明智的決定。但是這一舉動(dòng)還是比較悲哀的，或許他們做出轉(zhuǎn)變的一個(gè)明顯原因就是管理崗位的收入比教師高很多，而且弄明白這一因素的到底起了多大的激勵(lì)作用，或許也是很有趣的。當(dāng)然，并不是所有離開(kāi)教室教學(xué)工作的老師都僅僅在K-12兒童教育領(lǐng)域成為了管理者——以前的教師可以在學(xué)校中勝任很多工作。

　　教授

　　盡管小學(xué)教師經(jīng)常發(fā)現(xiàn)他們的工作總是居于最有壓力的職位名單上面，教授(至少那些被授予終身職位的)卻往往被認(rèn)為是完全相反的——因?yàn)樗麄兊墓ぷ魇菈毫ψ钚〉摹Ｒ虼耍恍┙處熥龀鲞@種轉(zhuǎn)變又有什么可以被指責(zé)的呢?教授一般從事高等教育，在社會(huì)中，人們對(duì)于他們的觀點(diǎn)與兒童教育老師的觀點(diǎn)完全不同。教授在他們整個(gè)學(xué)期的課程中，擁有更多的自主和自由。

　　律師，法官。

　　最近，迪克?斯塔茲根據(jù)2010—2015年的當(dāng)前人口調(diào)查數(shù)據(jù)，為布魯金斯學(xué)會(huì)寫(xiě)了一篇文章，來(lái)更好地了解離開(kāi)教育領(lǐng)域的那些人的去向。他發(fā)現(xiàn)最普遍的共同職業(yè)路線(6%以上的離職者進(jìn)入這一領(lǐng)域)是法律領(lǐng)域，包括律師、法官、裁判官以及其他司法工作。

　　內(nèi)科和外科醫(yī)生

　　對(duì)于以前的教師來(lái)說(shuō)，在斯塔茲列表上的另一種最普遍共同職業(yè)路線是醫(yī)學(xué)領(lǐng)域。數(shù)據(jù)表明，離開(kāi)教育職業(yè)去從事內(nèi)科醫(yī)生或者外科醫(yī)生的人數(shù)也在6%以上。

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