Fewer to become a teacher in secondary school, give reasons and solve it

Teaching as a Profession

Nowadays, with the development of all the facilities, people are likely to choose to work as an IT employee or an engineer, but not as a teacher, due to some issues, However, to solve this problem, I will analyze the possible reasons and then tackle this phenomenon.

Let's start off by looking at some reasons. In my view, two factors we can easily see are salary and education rules. For starters, lecturers' monthly salaries are lower than those of other jobs, and they are unable to completely adapt to their lives. Not only are the earnings low, but also the stipulate conducted by the government. In Vietnam, for example, some rules state the tutor cannot use corporal punishment, giving the student leverage to be rude and misbehave in class. From that, most pedagogues tend to teach either primary or university-level pupils.

On the other hand, some corrective actions can be sufficient to help mentor and educate senior year pupils by increasing their monthly wages. In addition, an administrator needs to help some professors by adding benefits for them, particularly in a rented house, food, etc. Secondly, in middle school, very bad-mannered students are often turned down by enforcing rigorous rules within schools. For instance, in Singapore, if the scholar infringes, they will be penalized with community service. Worse yet, they will be expelled from school.

Finally, teaching has become much less popular in many countries. I believe that the primary responsibility for resolving this issue lies with parents and the government.

The prompt restatement is highly inaccurate. The given opening sentence is a writer's opinion, which is not represented in the original prompt. The discussion is about the lack of teachers in secondary schools. Something that the writer has totally skipped in his prompt restatement. The rephrasing is therefore an immediate failure. Then, the writer once again, fails to establish his thesis statement for his opinion response. He will not receive any scoring consideration for merely repeating the discussion instructions. The writer has already failed a major part of this test that will ensure he is not going to get a passing mark for the written task.

The writer also continues to show a lack of control over simple English sentence structures. He offers confusing statements by not using everyday English words. The discussion does not have a coherent and cohesive flow because of his improper focus on using advanced English words. If he cannot focus on overall sentence presentation improvement, then using big English words will be useless since the LR section is only 1 part of the scoring consideration.

There are too many sentence fillers in the paragraphs as well. Rather than using topic sentences, he tries to over extend the discussion merely to meet the word count. Which he barely met since he only wrote 254 words when he should write at least 275 words to highlight his English writing skills. Even with the low word count, he failed to properly discuss the essay anyway. So the word count, whether meeting the requirement or not, did not help his overall score.

Written text must focus on discussion clarity. The discussion does not keep the topic focus. His later paragraphs show a topic discussion deviation that is no longer connected to the secondary school education teacher discussion. Which will be a major reason for additional failing scores.